Author(s): Sibel SARAÃOÄLU*Ersan AÄCA**Oktay BEKTAÅ
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
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