期刊名称：Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
印刷版ISSN：1307-6086
出版年度：2014
卷号：8
期号：1
页码：101-127
DOI：10.12973/nefmed.2014.8.1.a5
出版社：Necatibey Faculty of Education
摘要：The primary objective of this research was to adapt the Approaches to Learning Scale developed for the university level by Ellez & Sezgin (2000) to a high school level physics (Approaches to Learning Physics Scale). The secondary objective was to use the adapted scale to examine the approaches of high school students to learning physics and explore how this variable changes according to gender and level of achievement in physics. The adapted scale was applied to a total of 329 high school students in the province of İzmir, Turkey for the purpose of testing the scale's validity and reliability. The reliability coefficient for the whole of the scale was found to be 0.86. The data related to the secondary objective of the research were analyzed using frequencies, percentages, means, standard deviation, two-way multivariate analysis (two-way MANOVA), and follow-up tests. It was determined from the results of the analysis that the students' preference for both a deep and a surface approach to learning physics was slightly above average. It was found the students did not display a significant difference in their approaches to learning according to the gender variable but that there were significant differences between the students' approaches to learning according to the variable of achievement.
关键词：approaches to learning; physics; high school students; gender; level of achievement
