Examining the role of teacher-student relationship on middle school students' views on learning and studying science course

The purpose of this study is to examine the role of middle school students' relationships with their science teachers on their views about learning and studying science lessons. In addition, it is investigated whether there are significant differences in students' perceptions of learning science and studying science lessons according to gender and grade level. The population of the study consisted of middle school students in Sakarya province and the sample consisted of 900 middle school students (459 girls and 441 boys) attending four different public middle schools in the central districts. The study was conducted using the relational screening method. Within the scope of the relational survey method, scales measuring "Teacher-Student Relationship", "Opinion about learning science course" and "Opinion about studying science courses" were applied to the students. The data obtained were analyzed using SPSS package program according to the sub-problems of the study. Findings of the study: It has been shown that secondary school students' positive relationships with their science teachers have a positive role in their opinions about learning and studying for science lessons. It has been determined that students' opinions about their relationships with science teachers, learning science lessons, and studying for science lessons differ significantly according to gender. Also, students' opinions about their relationships with science teachers and learning science lessons vary considerably according to grade levels. Keywords: Gender, Science, Grade level, Secondary school students, Teacher-student relationship.