An investigation of science learning approaches of the secondary school students with regard to some variables (Example of Van province)

The aim of this study is to examine the science learning approaches of secondary school students with some variables. The type of study is a screening research method which is one of the quantitative research types. In this study, some information about the students was obtained and the learning approaches of the students were examined according to gender, class level, mother education status, father's education status, family income level, popular course, favorite book type, number of books read, home and study room variables. In the 2018-2019 academic year, secondary school students studying in public schools in Van participated in this study. In the study, a lanan personal information form "developed by the researcher as a data collection tool and Likert type tarafından Learning Approach Inventory form which was adapted to Turkish by Aydın and Damar (2014) developed by Lee et al. (2008) were used. "Learning Approach Inventory" is a 5-point Likert type and varies between "1-strongly disagree" and "5 absolutely agree". The scale consists of 4 factors and 24 items, including deep motive, deep strategy, superficial motive and superficial strategy. Frequency, percentage, Man Whitney U and Kruskal Wallis H test were used to analyze the quantitative data. The average of the scores obtained from "Learning Approach Inventory" was found to be 81.88. When this number is divided by the number of items, it has a value of 3.41. This value is interpreted as "agree". According to this, it is reached that the students' science learning approaches are at a good level. According to the variables examined in the study compared to the students' science learning approaches, the level of mother education, the type of book, home and study room variables according to the students in the study of science learning approaches do not show any difference (P> .05) According to the course variable in the lower depth of the deep motive according to the course variable, this The difference between the students who love science lesson and Turkish, mathematics, English and social studies lesson among the students who love the most of science students in favor of science (P <, 05). According to the popular course of the lower level of superficial strategy of the significant difference between the students who love the most Turkish course with the most religious course among the most lovers of Turkish lesson in favor of those who love the most, math lovers of the course with the most loving the most among those who love math lessons in favor of the most, students who love math lessons the most, who love religion lesson most among those who love math lesson most in favor of those who like science lesson, students who love science lesson the most are among those who love science lesson in favor of those who love science course, among the students who love the English lesson the most, among the students who love the most socially, the most popular among the students who love the most important social lesson among the students who love social lessons (P <, 05). According to the number of books, the significant difference in the deep motive sub-length was found to be in favor of the students who read 5 books per month and 5 books among the students who read 1, 2 and 4 books (P <, 05). According to the income variable, there was a significant difference in favor of families with income above 4000 TL between families with income above 4000 TL and families with income between 0-1000 TL and 3000-4000 TL (P <.05). . According to the educational level of the father, there is a significant difference in superficial strategy sub-dimension between the illiterate fathers and middle school graduates, among high school graduates and fathers who are university graduates, illiterate fathers, university graduates and university graduates. fathers were found to be in favor of fathers with university or higher education level (p <.05). According to the class level variable, the significant difference in the lower motive subclass was in favor of Grade 5 between Grade 5 and Grade 7; . (P <.05). According to the gender variable, it was observed that the difference in total and other sub-dimensions except for surface motive was favorable for women (P <.05).