Influence of a Teaching Material Developed with Regard to ARCS Model of Motivation to Conceptual Change

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DOI : 10.26449/sssj.1559
Year-Number: 2019-39
Language : null
Konu :
Number of pages: 3698-3718
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Abstract

Bu çalışmanın genel amacı, ARCS motivasyon modeline uygun olarak geliştirilmiş Bilimsel Kavramları Yerleştirme Çizgi Roman (BKYÇR) ’ın ARCS motivasyon modelinin dikkat-uygunluk (D-U) ve güven-tatmin (G-T) alt boyutları açısından yapısını belirlemek, bu alt boyutlar ile kavramsal değişim arasındaki ilişkiyi açıklamaktır. Araştırmanın deseni ön test-son test kontrol grupsuz deneysel desendir. Çalışma, İzmir ili Bornova ilçe merkezinde kamuya bağlı iki ortaokulda öğrenimlerini sürdüren 212 (105 Erk.; 107 kız) 7. sınıf öğrencisinin (13-14 yaş) katılımıyla gerçekleşmiştir. Çalışma grubu, uygun örnekleme yöntemine göre belirlenmiştir. Araştırmanın nicel verileri Canlılarda Enerji Kavram Yanılgısı Teşhis Testi ve Öğretim Materyali Motivasyon Ölçeği ile nitel veriler ise yarı yapılandırılmış görüşme tekniğiyle toplanmıştır. Nicel verilerin analizinde, betimsel istatistiksel yöntemler, varyans analizi, korelasyon ve regresyon analiz teknikleri kullanılmıştır. Araştırma sonucunda BKYÇR’nin öz niteliklerinin kavramsal değişimi desteklediği, D-U ve G-T düzeyinde motivasyon yapısına sahip olduğu, kavramsal değişimde D-U ve G-T düzeyinde motivasyonun etkili olduğu sonuçlarına ulaşılmıştır.

Keywords

Abstract

The general purpose of this study is to determine its structure in terms of its attention-relevance (A-R) and confidence-satisfaction(C-S) sub-dimensions of ARCS Model of Motivation of Locating Scientific Concepts Comic Booke (LSCCB) and explaining the relation of these sub-dimensions with conceptual change. The design of the research is pre-test-post-test without control group experimental design. The study has been actualised with the participation of 212 (105 boys; 107 girls) 7th-grade learners (age of 13-14), who continue their educations, from two different state secondary schools in İzmir province, the centre of Bornova district. The working group has been defined in accordance with an appropriate sampling method. Quantitative data of the research has been collected by using the diagnostic test of energy misconception of living things and teaching materials motivation scale , on the other hand, the qualitative data has been collected by using the semi-structured interview. In the analyses; quantitative data descriptive statistical techniques, analysis of variance and correlation and regression analysis techniques have been used. As a result of the research, it has been reached a conclusion that, the attributions of LSCCS support the conceptual change, it has a motivation structure at a level of AR and CS, in the conceptual change,a motivation at a level of AR and CS has been effective.

Keywords

Kaynakça

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