Investigation of 6th grade students' state curiosity and state anxiety on the subject of "conductors and insulators"

In this thesis study, the impact of the topic "Conductors and Insulators," taught in 6th grade Science classes, on student achievement was examined in terms of students' state curiosity and state anxiety levels. Topics such as conductors and insulators, which are frequently encountered in daily life, can both arouse curiosity in students and influence their anxiety levels. It is expected that students' levels of curiosity and anxiety may affect their interest in the course, their motivation, and consequently their academic success. In this study, it is considered that students' success in the topic of conductors and insulators is related to their levels of state curiosity and state anxiety. The study employed a relational screening model based on quantitative research methods. The research population consisted of 6th-grade middle school students attending public schools in the city center of Elazığ. The study sample consisted of a total of 355 6th-grade middle school students attending public schools in the city center of Elazığ. Data were collected using the "State Curiosity and State Anxiety Scales," which have been validated and validated for reliability as data collection tools used to measure state science curiosity and state science anxiety. An academic achievement test was also administered to the students. According to the results, students' levels of state curiosity and state anxiety regarding science were examined based on variables such as gender and achievement scores. The findings revealed that students generally had a moderate level of state curiosity and a low level of state anxiety towards science. It is suggested that learning environments that increase curiosity should be created to ensure active student participation, and especially abstract topics should be made more concrete. Supportive learning environments should be prepared to reduce students' anxiety levels, and an approach focused on discovery and learning rather than fear of failure should be adopted. In conclusion, to improve academic achievement in science education, emphasis should be placed particularly on state curiosity and state anxiety.