TIME PREFERENCES OF SECONDARY SCHOOL STUDENTS IN SCIENCE LEARNING

Abstract

Author(s): Sibel SARAO?LU*Ersan A?CA**Oktay BEKTA?

Abstract The aim of this study is to examine the preferences of secondary school students in science learning in terms of time factor in the physiological dimension of Dunn and Dunn learning style model. Qualitative research was used as the method and phenomenology was used as the design. The study group consists of eight students in a public secondary school in Melikgazi district of Kayseri province in the 2018-2019 academic year. Criterion sampling was used for determining the students in the study group. In addition, maximum diversity was tried to be achieved while determining the working group. Data were collected using semi-structured interview. The collected data were analyzed using content analysis. As a result of the analysis, energetic time periods, tired time periods, science course time preferences, the effect of science course time on learning process, science course exam time preferences, the effect of science course exam time on the success and anxiety and time preferences in out-of-school studies for science learning categories were obtained. All of the participants in the research stated that time factor affects the efficiency of their learning. The students explained this effect by associating themselves with feeling energetic and tired. In the research, students think that when they perform learning activities at the time they feel energetic, their focus is high, they can listen to the lesson better, learning becomes easier, meaningful learning takes placeand learning efficiency increases. All participants in the research prefer this course to be in the first four hours. The results of the research reveal that the participants think that the time of science course affects students' participation, interest, focus, ease of learning, achievement and remembering. In the research, students preferred different times from the first to the fifth course related to the science exam time. The participants think that exam time affects success and anxiety. The students stated that working time preferences affect the learning efficiency and they form the study programs accordingly. Considering these results, it can be stated that individual differences of students should be taken into consideration while planning for teaching-learning proces

Announcements

You can send your paper at https://www.scholarscentral.org/submissions/international-social-research.html

  • The Journal of International Social Research / Uluslararas覺 Sosyal Arat覺rmalar Dergisi ISSN: 1307-9581, an international, peer-reviewed, on the web publication, from 2007 will be issued least four times annualy.
  • Our journal is an independent academic publication based on research in social sciences, contributing to its field and trying to publish scientific articles that will bring innovation to the original and social sciences.
  • The journal has got an international editorial board and referee board, mainly embodied from the each individually professional on the social research fields.
  • Uluslararas覺 Sosyal Arat覺rmalar Dergisi / The Journal of International Social Research became a member of Cross Reff since 2014 and started to assign DOI numbers to the articles. image
Google Scholar citation report
Citations : 27

The Journal of International Social Research received 27 citations as per Google Scholar report

The Journal of International Social Research peer review process verified by publons
Get the App