An action research in the context of zone of proximal development: Learning responsibility, motivation and achievement

The purpose of this research is to develop 6th grade students' learning responsibility, motivation towards science learning and science achievement in the context of the zone of proximal development in science classes. A technical/scientific/cooperative action research methodology has been utilized. The research was carried out with 16 6th grade students in Ula county of Muğla/Turkey. 8 zone of proximal development partners were designed based on participants' learning responsibility, motivation towards science learning and science achievement apart with their residence addresses and views of the tutorial/executive. 2 units of science course were selected for application and certain tasks were assigned to students in the context of zone of proximal development. The researcher participated in the process as well. Data were collected in 5 months for the main execution of the research. Data collection tools were learning responsibility scale, learning responsibility check list, motivation towards science learning scale, multiple-choice science achievement test, open-ended science achievement test, learning task evaluation scale, personal/demographic information form, interview forms for participants- parents, and field notes. Student profiles were identified through demographic information form and interviews and they were analyzed, described and interpreted with the themes of "life at school/ social life", "interested courses", "hobbies", "experiences with science course", "weekly studying hours", "academic and occupational tendency". Data on learning environment were obtained through observations regarding "behaviors at learning environment", "roles and responsibilities at learning environment", "zone of proximal development applications" and they were analyzed, described and interpreted. Data on learning tasks in the context of zone of proximal development were obtained through interviews with students, parents, and tutorial/executive. They were analyzed, described and interpreted through descriptive analysis technique. Data on the effects of learning tasks on student achievement in the context of zone of proximal development were obtained through "learning responsibility", "learning responsibility check list", "motivation towards science learning scale", "multiple-choice science achievement test", "open-ended science achievement test" and "learning tasks evaluation/rating scale". Scores and averages were recorded and changes in each student's scores were demonstrated with graphics. Each chart of zone of proximal development partner scores was analyzed and interpreted in the context of zone of proximal development components. Findings of the research show that learning tasks applied in the context of zone of proximal development developed students' learning responsibility, motivation towards science learning and science achievement. Holistic discussions on 8 different zone of proximal development partners were carried out. Scores of partners were related and evaluated considering prominent features of the profile, observation, and interview scores regarding each zone of proximal development. On the basis of research findings, further research and applications were recommended.