Author/Authors :
balçin, muhammed doğukan marmara üniversitesi - eğitim bilimleri enstitüsü - matematik ve fen bilimleri eğitimi anabilim dalı, Turkey , çavuş, ragıp sakarya üniversitesi - eğitim bilimleri enstitüsü - matematik ve fen bilimleri eğitimi bölümü, Turkey
Abstract :
In this study, the aim is to investigate of the perceptions of middle school students about motivation based science learning and teaching based on ARCS motivation model in terms of some variables; gender, grade level, academic achievement towards the course, level of participation in the course, level of love of course, frequency of activity / experiment in the lesson and frequency of interaction. The research was conducted by using a general screening model. The case of study consists of secondary school students within Küçükçekmece district in İstanbul, Turkey, and the sample consists of 560 students receiving in 2018-2019 academic year in these schools. The Instruction Scale Based on ARCS Motivation Model was used as instrument. In analysis of data obtained, Descriptive analysis, Independent Samples t-Test and One-Way Variance Analysis (ANOVA) were used. As a result of the research, it was found that the students thought that the activities in science course were mostly based on ARCS motivation model. On the other hand, it was investigated that there were no significant difference of secondary school students perceptions related teaching based on motivation in science course learning-teaching process depending on gender and frequency of using interactive board in the course but there were significant difference depending on grade level, level of academic achievement, level of classroom engagement, level of enthusiasm for the course, frequency of doing activity / experiment. It is thought that students interest, attitudes and academic achievement will proportionally increase with motivation level of them. Therefore, it is suggested that science teachers should study their courses on the basis of ARCS motivation model.
