Investigating the Relationship of Gifted Students' Perceptions Regarding Science Learning Environment and Motivation for Science Learning with Their Intellectual Risk Taking and Science Achievement

Autor/inn/en	Akdag, Emine; Köksal, Mustafa Serdar
Titel	Investigating the Relationship of Gifted Students' Perceptions Regarding Science Learning Environment and Motivation for Science Learning with Their Intellectual Risk Taking and Science Achievement
Quelle	In: Science Education International, 33 (2022) 1, S.5-17 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Gifted; Gifted Education; Student Motivation; Learning Motivation; Science Instruction; Grade 8; Foreign Countries; Correlation; Educational Environment; Science Achievement; Art Education; Science Education; Attribution Theory; Constructivism (Learning); Risk; Intellectual Development; Student Attitudes; Prediction; Learning Strategies; Questionnaires; Measures (Individuals); Path Analysis; Secondary School Students; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Schulische Motivation; Motivation for studies; Lernmotivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Naturwissenschaftliche Bildung; Risiko; Mental development; Geistige Entwicklung; Schülerverhalten; Vorhersage; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Messdaten; Pfadanalyse; Sekundarschüler; Türkei
Abstract	The purpose of this research was to examine relationship between the eighth-grade gifted students' perceptions of science learning environment constructive learning environment perception (CLEP) and their motivations motivation to learn science (MLS) to learn science with their intellectual risk-taking (IRT) and science achievement (SA). For this purpose, the predictive research method was chosen. The sample consisted of 133 8th grade gifted students in Science and Art Centers in nine provinces of Turkey. The data collection instruments involved "IRT Scale," "Motivational Strategies for Learning Questionnaire," "Constructivist Learning Environment Scale," and "SA Test." In the research, path analysis was used to determine causal relationships between these variables. As a result of the analyzes, it was determined that CLEP predicted IRT and SA, MLS significantly predicted IRT in learning science and SA and IRT in learning science predicted SA. The findings were discussed by considering their importance for teaching and learning science in gifted education context. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01