Investigation of Secondary School Students' Scientific Curiosity Levels Affected by Various Variables
DOI:
https://doi.org/10.5281/zenodo.14877764Keywords:
Science, Scientific curiosity, Middle school studentsAbstract
The aim of this study is to determine whether the scientific curiosity levels of middle school students are affected by the variables of gender, grade level, parental education level, liking or disliking science course, achievement grade in science course and duration of studying science course. The sample of the study, which was conducted with the correlational research method, consisted of a total of 200 middle school students studying in the 5th, 6th, 7th and 8th grades. Data were collected using the Scientific Curiosity Scale and analyzed with different statistical techniques such as independent t-test, ANOVA, Tukey post-hoc test. Results show that the scientific curiosity levels of middle school students change as the grade level changes, with the highest level of scientific curiosity in the 7th grade and the lowest level in the 8th grade. When the change in the level of scientific curiosity according to different variables was analyzed, no significant relationship was found between scientific curiosity and gender and parental education level. A significant relationship was found between scientific curiosity and liking or disliking science course, achievement grade in science course and duration of studying science course.
References
Acun, N., Kapıkıran, Ş., & Kabasakal, Z. (2013). Trait curiosity and exploration inventory: Exploratory and confirmatory factor analysis and its reliability. Turkish Psychological Articles, 16(31), 74-85.
Akçöltekin, A., & Doğan, S. (2013). The analysis of the concerns of the 6th grade students towards the course of science and technology in terms of different variables. International Journal of Social Science, 6(2), 13-29. https://doi.org/10.9761/jasss_603
Akgül, S. (2013). Study on effect of the curiosity levels of the secondary school students on starting sportive recreational activities in various educational institutions (Sample of Kütahya province) [Master thesis]. Dumlupınar University.
Aksu, F.F., & Karaçöp, A. (2015). The parental involvement in student’ home based science learning activities. Erzincan University Journal of Education Faculty, 17(2), 456-476. https://doi.org/10.17556/jef.52040
Altınok, H. (2004). Cooperative learning, concept mapping, science achievement, strategy use and attitude [Doctorate dissertation]. Dokuz Eylül University.
Altunışık, S. (2016). Investigation of the relationship among secondary school students’ science scores, their curiosity and motivation levels toward the sciences: A structural equation modeling [Master thesis]. Uşak University.
Aslan, O., & Uluçınar Sağır, Ş. (2008). Determination of pre-service science and technology teachers' scientific attitudes, self-efficacy belief levels and influencing factors. 8th International Educational Technology Conference (IETC-2008), Eskişehir.
Avcı, F., & Kırbaşlar, F. (2017). Determination of factors affecting the science anxiety levels of secondary school students. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(1), 401-417. https://doi.org/10.17522/balikesirnef.356306
Aydın, B. (2007). Priority of internal and external motivation at science lesson [Master thesis]. Yeditepe University.
Aypay, A., & Eryılmaz, A. (2011). Relationships of high school students’ subjective well-being and school Burnout. International Online Journal of Educational Sciences, 3(1), 181-199.
Bakırcı, H., & Çiçek, S. (2017). Effects of the learning environment designed according to common knowledge construction model on 5th grade students’ nature of science. Journal of Social and Humanities Sciences Research, 4(15), 1960-1974. https://doi.org/10.26450/jshsr.289
Bell, R.L., Lederman, N.G., & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conceptions of the nature of science. a follow-up study. Journal of Research in Science Teaching, 37(6), 563-581. https://doi.org/10.1002/1098-2736(200008)37:6<563::AID-TEA4>3.0.CO;2-Nopen_in_newISSN
Bruner, J. (1990). Acts of Meaning. Harvard University Press.
Bursal, M. (2013). Longitudinal investigation of elementary students' science academic achievement in 4-8th grades: Grade level and gender differences. Educational Sciences: Theory and Practice, 13(2), 1151-1156.
Ceylan, E., Sağırekmekçi, H., Tatar, E., & Bilgin, İ. (2016). Investigation of middle school students’ science course achievement according to their curiosity, attitude, and motivation levels. Uşak University Journal of Social Sciences, 9(1), 39-51. https://doi.org/10.12780/uusbd.50837
Cheung, K.K.C. (2020). Exploring the inclusion of nature of science in biology curriculum and high-stakes assessments in Hong Kong. Science & Education, 29(3), 491-512. https://doi.org/10.1007/s11191-020-00113-x
Cındıl Kopan, T. (2020). Investigation of scientific curiosity levels of secondary school students in terms of various variables [Master thesis]. Trabzon University.
Crowther, D.T., Lederman, N.G., & Lederman, J.S. (2005). Understanding the true meaning of nature of science. Science & Children, 43(2), 50-52.
Çakır, A. (2014). Factor analysis [Doctoral dissertation]. İstanbul Ticaret University.
Çakır, N.K., Şenler, B., & Taşkın, B.G. (2007). Determining the attitudes towards science courses of secondary grade students in primary school. Journal of Turkish Educational Sciences, 5(4), 637-655.
Çelik, Y., & Onay, İ. (2014). Examining of the relation between scientific attitude and self-confidence of 6th grade students according to various variables. Asian Journal of Instruction, 2(2), 38-51.
Demirbaş, M., & Yağbasan, R. (2008). Using social learning theory activities to improve the scientific attitudes of 6th class students of primary education. Fırat University Journal of Social Science, 18(1), 105-120.
Demirel, M., & Diker Coşkun, Y. (2009). Investigation of curiosity levels of university students in terms of some variables. Mehmet Akif Ersoy University Journal of Education Faculty, 9(18), 111-134.
Dhatrak, G., & Wanjari, S. (2011). A co-relational study of scientific attitude, creativity, and scholastic achievement of secondary school students. Indian Streams Research Journal, 1(10), 44-47.
Diker Coşkun, Y., & Demirel, M. (2012). Lifelong learning tendencies of university students. Hacettepe University Journal of Education, 42(42), 108-120.
Dökme, İ., Öztürk, N., & Demir, R. (2012). Investigation of 7th grade primary school students’ motivation towards science and technology course in terms of some variables. Mehmet Akif Ersoy University Journal of Education Faculty, 12(23), 1-21.
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People's Images of Science. Open University Press, Bristol, UK.
Engelhard, G., & Monsaas, J.A. (1988). Grade level, gender and school-related curiosity in urban elementary schools. The Journal of Educational Research, 82(1), 22-26. https://doi.org/10.1080/00220671.1988.10885860
Gai, L., Li, Y., Zheng, C., Wei, B., Jiang, Z., & Lederman, J.S. (2022). The progression of students’ views about nature of scientific inquiry. International Journal of Science Education, 44(17), 2508-2540. https://doi.org/10.1080/09500693.2022.2138623
Harty, H, Beall, D., & Sharmann, L. (1985). Relationships between elementary school students’ science achievement and their attitudes toward sciences, interest in science, reactive curiosity, and scholastic aptitude. School Science and Mathematics, 85(6), 472-479. https://doi.org/10.1111/j.1949-8594.1985.tb09650.x
İnel Ekici, D. (2017). An investigation on the factors affecting the scientific inquiry skills perceptions of secondary students. Kastamonu Education Journal, 25(2), 497-516.
İnel Ekici, D., & Tanır, H. (2020). A qualitative research on factors affecting the scientific creativity levels of secondary school students. IBAD Journal of Social Sciences, 8, 35-50. https://doi.org/10.21733/ibad.711670
Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32(2), 125-160. https://doi.org/10.1016/j.dr.2012.04.002
Kabakçı, Ö.F., & Korkut, F. (2008). The study of students’ social emotional learning skills in terms of some variables at 6‐8 grade level. Education and Science, 33(148), 77-86.
Kahyaoğlu, M., & Saraçoğlu, M. (2018). Examination of secondary school students’ scientific inquiry skills perceptions in term of curiosity, motivation and attitude. Journal of Computer and Education Research, 6(12), 358-376. https://doi.org/10.18009/jcer.472673
Kalaycı, Ş. (2010). SPSS Applied Multivariate Statistical Techniques. Asil Publishing.
Kashdan, T.B., & Steger, M. (2007). Curiosity and pathways to well-being and meaning in life: Traits, states, and everyday behaviors. Motivation and Emotion, 31, 159-173. https://doi.org/10.1007/s11031-007-9068-7
Kashdan, T.B., Rose, P., & Fincham, F.D. (2004). Curiosity and exploration: Facilitating positive subjective experiences and personal growth opportunities. Journal of Personality Assessment, 82, 291-305. https://doi.org/10.1207/s15327752jpa8203_05
Kılıç, B., & Tezel, Ö. (2012). Determining scientific creativity levels of 8th grade students. Journal of Turkish Science Education, 9(4), 84-101.
Kurt, G., & Kaya, E. (2023). Toward a holistic vision on the nature of science in science curricula: an investigation of primary and middle school curricula in Turkey. Research in Science & Technological Education. 1-21, https://doi.org/10.1080/02635143.2023.2262400
Laçin Şimşek, C., & Tezcan, R. (2008). Factors influence the development of children’s ideas about science concepts. Elementary Education Online, 7(3), 569-577.
Leden, L., Hansson, L., Redfors, A., & Ideland, M. (2015, September). Context-rich vs. context-stripped approach to NOS teaching: teachers’ reflections. In The 11th Conference of the European Science Education Research Association (ESERA), Helsinki, Finland.
Lederman, N.G. (2006). Syntax of nature of science within inquiry and science instruction. In scientific inquiry and nature of science (pp. 301-317). Springer, Dordrecht.
Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
Lederman, N.G., & Lederman, J.S. (2014). Research on Teaching and Learning of Nature of Science. In Handbook of Research on Science Education, edited by N. G. Lederman and S. K. Abell, 6.
Lederman, N.G., Lederman, J.S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
Lin, H., Chiu H., & Chou, C. (2004). Student understanding of the nature of science and their problem-solving strategies. International Journal of Science Education, 26(1), 101-112.
Litman, J.A., & Spielberger, C.D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of Personality Assessment, 80(1), 75-86. https://doi.org/10.1207/S15327752JPA8001_16
McComas, W.F., Almazroa, H., & Clough, M.P. (1998). The nature of science in science education: An introduction. Science & Education, 7, 511-532. https://doi.org/10.1023/A:1008642510402
Ministry of National Education (MoNE). (2018). Science Curriculum, Ankara, Türkiye.
Moss, D.M., Abramsand, E.D., & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23(8), 771-790. https://doi.org/10.1080/09500690117727
Murphy, C., & Beggs, J. (2003). Children's perceptions of school science. The School Science Review, 84(308), 109-116.
National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Okutan, S. (2017). Investigation of secondary school students’ success in science in terms of various variables [Master thesis]. Ordu University.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of literature and its implications, International Journal of Science Education, 25(9), 1049-1079. https://doi.org/10.1080/0950069032000032199
Özmen, H., & Karamustafaoğlu, O. (2024). Research Methods in Education. (4th Edition). Pegem Publishing.
Öztan, S. (2014). The Analysis of the effect of the sixth, seventh and eighth grade secondary school students life satisfaction and the perception of self- construal on the school burnout [Master thesis]. İstanbul Arel University.
Patrikakou, E.N. (2016). Parent involvement, technology, and media: Now what? School Community Journal, 26(2), 9-24.
Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016) Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161-197. https://doi.org/10.1080/03057267.2016.1206351
Sarışan Tungaç, A., & Yaman, S. (2023). Development of science curiosity scale in early childhood: validity and reliability studies. Ondokuz Mayıs University Journal of Education Faculty, 42(2), 1035-1072. https://doi.org/10.7822/omuefd.1291463
Schwartz, S.R., & Lederman, N.G. (2008). What scientists say: Scientists’ views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771. http://dx.doi.org/10.1080/09500690701225801
Serin, G. (2010). Investigation of 7th grade elementary students' science curiosity. Mustafa Kemal University Journal of Social Sciences Institute, 7(13), 237-252.
Soslu, Ö. (2021). An investigation of primary school students' opinions about the nature of science in terms of some variables. International Journal of Active Learning, 6(2), 141-153. http://dx.doi.org/ijal.955887
Spektor-Levy, O., Baruch, Y., & Mevarech, Z. (2013). Science and scientific curiosity in pre-school-the teacher's point of view. International Journal of Science Education, 35(13), 2226-2253. https://doi.org/10.1080/09500693.2011.631608
Subaşı, A. (2009). Cognitive dynamics of scientific curiosity [Master thesis]. Boğaziçi University.
Şerefhanoğlu, H., Nakiboğlu, C., & Gür, H. (2008). An investigation on computer attitudes of elementary school students: Balıkesir sample. Elementary Education Online, 7(3), 785-799.
Tatar, E., Karakuyu, Y., & Tüysüz, C. (2011). Pre-service primary school teachers’ misunderstandings about nature of science. Journal of Buca Education Faculty, 29, 153-161.
Turkish Language Association (TDK). (2019). Dictionary. http://www.tdk.gov.tr
Ting, K.L., & Siew, N.M. (2014). Effects of outdoor school ground lessons on students’ science process skills and scientific curiosity. Journal of Education and Learning, 3(4), 96-107. http://dx.doi.org/10.5539/jel.v3n4p96
Tümkaya, S. (2017). Investigation of the types of participation of parents in school according to some variables. Çukurova University Journal of Social Sciences Institute, 26(2), 83-98.
Uzun, N., & Keleş, Ö. (2010). Evaluation of the motivation for science learning according to some demographic characteristics. Journal of Gazi Education Faculty, 30(2), 561-584.
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780009
Yeh, Y.F., Erduran, S., & Hsu, Y.S. (2019). Investigating coherence about nature of science in science curriculum documents. Science & Education, 28(3), 291-310. https://doi.org/10.1007/s11191-019-00053-1
Yenice, N. (2015). Nature of science development and teaching (1st Edition). Anı Publishing.
Yıldırım, H.İ., & Karataş, F. (2018). An Investigation into the Secondary School Students’ Motivation toward Science Learning. Cumhuriyet International Journal of Education, 7(3), 241-268. https://doi.org/10.30703/cije.423383
Yılmaz, F. (2005). Teachers’ opinions about the effectiveness of science course to have students acquire scientific attitude and behavior in primary education [Master thesis]. Anadolu University.
Yılmaz, Ö., Yalvaç, B., & Tekkaya, C. (1998). Measuring the achievement in and attitudes towards science courses. Education and Science, 22(110), 45-50.
Yolcu, H.H. (2022). Adaptation of science curiosity scale in learning environments (schools, homes, museums and the community) into Turkish: A validity and reliability study. Trakya Journal of Education, 12(2), 998-1005. https://doi.org/10.24315/tred.949994
Yücel Dağ, M. (2015). A self-study of the use of interactive historical vignettes enhanced with concept cartoons in teaching of the nature of science. [Doctoral dissertation]. Gazi University.
Zeidler, D.L., Walker, K.A., & Ackett, W.A. (2002). Tangled up in views: Beliefs in the nature of science and responses to socio-scientific dilemmas. Science Education, 86, 343-367. https://doi.org/10.1002/sce.10025
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Optimum Science Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
