Semra Sungur

Environmental attitudes of young people in Turkey: effects of school type and gender

The purpose of this study is to investigate the effect of school type (private and public) and gender on sixth, seventh, eighth and tenth grade students’ attitudes toward the environment. A total of 1497 students (n = 765 girls; n = 715 boys; and n = 17 gender not provided) attending public (n = 603) and private schools (n = 892) located in Ankara participated in the study. A 45‐item Likert‐type questionnaire consisting of four dimensions, namely, awareness of environmental problems, national environmental problems, solutions to the problems and awareness of individual responsibility, was used to measure students’ environmental attitudes. A two‐way multivariate analysis of variance (MANOVA) was conducted to determine the effect of school type and gender on four dimensions of the environmental attitude questionnaire. Results showed that school type and gender had a significant effect on the collective dependent variables. Univariate ANOVAs indicated that mean scores on each dimension of the questionnaire were significantly different for students in public and private schools. Moreover, there was statistically significant mean difference between boys and girls with respect to scores on each dimension of the questionnaire. It is concluded as a result of the study that, although there are differences between categories of individuals, there is a widespread support for conservation of the environment among young people living in Ankara/Turkey.

Modeling the Relations among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement.

The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the path analysis suggested that students who believed knowledge to be evolving (i.e., development) and handed down by authority (i.e., source) were more likely to be self-efficacious in their learning and were found to have higher levels of learning- and performance-goal orientations. In addition, although learning goal was positively related to meaningful learning, performance goal and self-efficacy were negatively related to the learning approaches. The direction of the relation between learning approaches and achievement was positive.

Teacher self‐regulation: examining a multidimensional construct

This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self‐regulation. A nine‐factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self‐instruction, emotional control, self‐evaluation, self‐reaction, and help‐seeking. Through a series of confirmatory factor analyses with different samples, this nine‐factor structure was supported. Reliability estimates were also satisfactory. Further validation evidence was provided through canonical correlation analysis between teacher self‐regulation and teachers’ sense of efficacy. Results indicated that the Teacher Self‐Regulation Scale can be utilised as a valid and reliable instrument to assess teachers’ self‐regulatory strategies.

Modeling the Interrelationships Among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs Regarding Teaching Evolution

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using unidimensional IRT models, path analysis suggested that sophisticated views on NOS were associated with higher levels of both understanding and acceptance of evolution, and the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and naïve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively.

Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender

This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender. Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument. Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance indicated that boys more likely to have tentative beliefs compared to girls.

Use of self-determination theory to support basic psychological needs of preservice science teachers in an environmental science course

In this paper, we examine how the basic psychological needs of preservice science teachers (PSTs) were supported in a series of environmental science course activities informed by self-determination theory (SDT). We collected qualitative data about the PSTs’ sense of competence, autonomy, and relatedness through interviews, group discussions, assignments, and reflection papers. Data were analyzed in relation to the instructional design features of the course; namely, collective construction of ideas, student guided discussions, real life connection, and consistent group dynamics. Findings illustrate primary support for cognitive features, including, how course activities supported a sense of confidence in action, sense of self-initiation, awareness of personal role in the system, and awareness of environmental actions. Overall, results suggest that SDT can be effectively utilized as a framework for environmental education in courses designed to foster environmental self-determination and long-lasting pro-environmental behaviors.

Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey

The research study investigated the possible associations among science and biology teachers’ knowledge and belief variables concerning teaching evolution in science and biology classes. Specifically, this study examined how a set of variables including teachers’ understanding of evolution and nature of science (NOS) is related to the set of variables including teachers’ acceptance of evolution and perceptions of teaching evolution (i.e., perceptions of the necessity of addressing evolution in their classrooms, perceptions of the factors that impede addressing evolution in their classrooms, and personal science teaching efficacy beliefs regarding evolution). Data were collected from science and biology teachers through administration of Evolution Content Knowledge Test, Measure of Acceptance of the Theory of Evolution, Nature of Science as Argument Questionnaire and Teachers’ Perceptions of Teaching Evolution Scale. Canonical correlation analysis findings suggested that teachers who had thorough understanding of evolution and NOS were likely to both accept the scientific validity of evolution and believe the necessity of addressing evolution in the classrooms. On the other hand, teachers with thorough understanding of evolution and NOS did not necessarily believe that they have a stronger sense of self-efficacy beliefs regarding teaching evolution and that there are fewer obstacles to addressing evolution in the classroom. The research is significant in that it provides empirical evidence clarifying the interactions between teachers’ understanding and beliefs in teaching evolution. Implications for science teacher education are discussed.

The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement

Abstract Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students’ science achievement. Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement. Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey. Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model. Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement. Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes.

Analysing Middle School Students’ Perceptions of Their Science Classroom In Relation to Attitudes and Motivation

In recent years, education has been blamed for graduates not being sufficiently able to apply their knowledge to solve complex problems in working contexts. Therefore, the development and implementation of instructional practices that foster students’ skills to communicate, think and reason effectively, make judgements about the accuracy of information, solve complex problems and work collaboratively in diverse teams, remains an important challenge for today’s education (Pellegrino, Chodowsky, & Glaser, 2001).

Fen Bilimleri Öğretmenlerinin Motivasyon ve İş Doyumlarının Okul Ortamı ile İlişkisi

The present study aimed to examine the relationships among science teachers’ motivation, job satisfaction, and perceived school environment variables. Teacher motivation was examined in terms of teacher self-efficacy, collective self-efficacy, and instructional goal orientations (i.e. mastery and performance). Perceived school environment variables included perceived discipline problems, supervisory support, relations with colleagues, relations with parents, and school goal structures (i.e. mastery and performance). A total of 134 science teachers participated in the study and they were administered self-report instruments. Data were analyzed through descriptive statistics and path analysis. Results indicated that perceived school mastery goal structure, relations with parents, and discipline problems emerged as important variables in science teachers’ motivation and job satisfaction. While relationships with parents and school mastery goals predicted science teachers’ motivation and job satisfaction positively, discipline problems predicted negatively. Supervisory support and relations with colleagues associated positively with job satisfaction. Perceived discipline problems and school goal structures (both mastery and performance) were influential on collective efficacy. Moreover, science teachers’ performance instructional approaches were only predicted by school performance goals. Results are discussed.