Eight grade students' perceptions of their science learning environment and teachers' interpersonal behavior

Download
2004
Rakıcı, Nazan
This study aimed to explore the students perceptions of science learning environment and teachers̕ interpersonal behavior, and the relationships of these with students̕ cognitive and affective outcomes. In this study, the Questionnaire on Teacher Interaction (QTI), the What is Happening In This Class (WIHIC) questionnaire and the Science Attitude scale were used as measuring instruments. This study was conducted in conveniently selected 5 schools throughout the Yenimahalle district of Ankara with a total of 722 eighth grade students in the second term of 2003-2004 semester. Data obtained from the administration of the measuring instruments were analyzed by using the analysis of variance (ANOVA), multivariate analysis of variance (MANOVA), multiple regression, bivariate correlations and multiple regression. Results indicated that the students generally perceived a positive science classroom learning environment in Turkey. Students perceived that their teachers displayed cooperative behaviors (leadership, helping / friendly, and understanding) rather than opposition behaviors (uncertain, dissatisfied, and strict) in terms of interaction with them. In addition, analysis indicated that there is relationship between students perceptions of classroom environment (learning environment and teacher interpersonal behavior) and students̕ cognitive and affective outcomes. Moreover, data indicated that girls rated their learning environment and teacher interpersonal behavior more favorably than do boys. Lastly, students viewed science learning environment of their male teachers̕ classes more cooperative than female teachers̕ classes and students rated their male teachers that display more strict behavior than female teachers.

Suggestions

Eighth grade students' emotion regulation strategies during test taking: the role of gender, cognitive appraisal processes, academic self-efficacy, and test anxiety
Güçlü, Ayşegül; Çapa Aydın, Yeşim; Department of Educational Sciences (2009)
The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students’ emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of Çankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, & Davis,...
The contribution of cognitive and metacognitive strategy use to seventh grade students' science achievement
Akyol, Gülsüm; Öztekin, Ceren; Department of Educational Sciences (2009)
The purposes of the study were to examine the differences in the level of students’ cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students’ science achievement. This study also interested in exploring the relationships between students’ background characteristics (gender, prior knowledge, socioeconomic status) and the variables i...
Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes
ÖZÜDOĞRU, MELİKE; Aksu, Meral (Australasian Society for Computers in Learning in Tertiary Education, 2020-01-01)
The aim of this study was to investigate whether flipped learning affects pre-service teachers' achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017-2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning grou...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement
Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01)
This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
Exploring the development of pre-service science teachers’ views on nature of science in inquiry-based laboratory instruction
Özgelen, Sinan; Yılmaz Tüzün, Özgül; Department of Educational Sciences (2010)
The purposes of this study were to explore understanding of preservice science teachers’ (PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs’ perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. I...
Citation Formats
N. Rakıcı, “Eight grade students’ perceptions of their science learning environment and teachers’ interpersonal behavior,” M.S. - Master of Science, Middle East Technical University, 2004.