Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2015
Öğrenci: SEVGİ İPEKÇİOĞLU ÖNAL
Danışman: ÖMER GEBAN
Özet:The purpose of this study is to investigate the relationship between student- and teacher-level characteristics and 8th grade students’ science achievement (SA) and attitude toward science (ATS) in Turkey, Finland and England through the use of TIMSS 2011 data. Hierarchical Linear Modeling (HLM) was used in the analysis of student-level (gender, HER, parental involvement, time spent on homework and bullying) and teacher-level (confidence, career-satisfaction, collaboration, science-investigations, experience and professional development). The present study was a quantitative research with non-experimental study. Home educational resources (HER) showed significant relationship with SA and ATS in all countries whereas teachers’ professional development and collaborate to improve teaching were statistically non-significant. In addition to HER, gender, parental involvement, and teacher experience were significant in Turkey, Finland and England models explaining ATS. HER explained great variance in SA; moreover, both parental involvement and HER explained great variance in ATS in all three countries. Amount of total explained variance in SA was 16.6 %, 11.7 % and 20.5 % and in ATS it was 6.4 %, 10.9 % and 12.8 % respectively in Turkey, Finland and England. This conceptual model explained more variance in SA than ATS in each country. Highest percentage of variance both in SA and ATS was explained by England. Generally teacher-level variables explained more variance in SA and student-level variables explained more variance in ATS. Recommendations to improve science education in Turkey and future research suggestions were stated based on the findings of this study.