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Science Lesson-Focused Responsibility Levels of Primary School Pupils

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Title: Science Lesson-Focused Responsibility Levels of Primary School Pupils
Language: English
Authors: Sevda Nur Açikgöz (ORCID 0000-0001-7163-8704), Mutlu Pinar Demirci Güler (ORCID 0000-0002-8286-4472)
Source: Journal of Turkish Science Education. 2024 21(4):775-798.
Availability: Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Preschool Education
Descriptors: Science Instruction, Student Responsibility, Elementary School Students, Gender Differences, Age Differences, Student Interests, Student Attitudes, Birth Order, Family Structure, Parent Background, Educational Attainment, Foreign Countries, Grade 3, Grade 4, Preschool Education
Geographic Terms: Turkey
ISSN: 1304-6020
Abstract: The study aimed to determine science lesson-focused responsibility levels of primary school students in terms of various demographic variables. This study used a quantitative research methodology and a descriptive survey model, one of the general survey models. The research was conducted in three central districts in Kayseri province, Türkiye, in the 2018-2019 academic year. The research sample included 705 pupils. The study collected data through the "Science Lesson-Focused Pupil Responsibility Scale" developed by the researchers. Scales' Cronbach Alpha internal consistency coefficient is 0.87 and the scale explains 50.83% of the total variance. Results of the study revealed that the children's science lesson-focused responsibility levels differed significantly in favour of female students (U=53495.5; p<0.05). Furthermore, lesson-focused responsibility levels differed significantly in favour of third-grade pupils. They differed significantly in favour of "those who like the lesson very much" according to interest level in the science lesson (U = 43331.0; p <0.05). However, they did not vary by birth order (X[superscript 2][subscript (3)] =0.236; p> 0.05), the number of siblings (X[superscript 2][subscript (3)] = 1.140; p>0.05), preschool experience (U = 24494.0; p>0.05), or the educational level of parents (U = 24494.0; p>0.05). Based on the results, boys can be assigned tasks in which they can take responsibility within the scope of daily life and science lessons, and studies that increase their level of responsibility can be carried out. In addition, the contents of the science course curriculum and textbooks can be enriched by including activities based on practices that increase learner curiosity and interest levels.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458174
Database: ERIC
FullText Links:
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  Data: Science Lesson-Focused Responsibility Levels of Primary School Pupils
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  Data: The study aimed to determine science lesson-focused responsibility levels of primary school students in terms of various demographic variables. This study used a quantitative research methodology and a descriptive survey model, one of the general survey models. The research was conducted in three central districts in Kayseri province, T&#252;rkiye, in the 2018-2019 academic year. The research sample included 705 pupils. The study collected data through the &quot;Science Lesson-Focused Pupil Responsibility Scale&quot; developed by the researchers. Scales&#39; Cronbach Alpha internal consistency coefficient is 0.87 and the scale explains 50.83% of the total variance. Results of the study revealed that the children&#39;s science lesson-focused responsibility levels differed significantly in favour of female students (U=53495.5; p&lt;0.05). Furthermore, lesson-focused responsibility levels differed significantly in favour of third-grade pupils. They differed significantly in favour of &quot;those who like the lesson very much&quot; according to interest level in the science lesson (U = 43331.0; p &lt;0.05). However, they did not vary by birth order (X[superscript 2][subscript (3)] =0.236; p&gt; 0.05), the number of siblings (X[superscript 2][subscript (3)] = 1.140; p&gt;0.05), preschool experience (U = 24494.0; p&gt;0.05), or the educational level of parents (U = 24494.0; p&gt;0.05). Based on the results, boys can be assigned tasks in which they can take responsibility within the scope of daily life and science lessons, and studies that increase their level of responsibility can be carried out. In addition, the contents of the science course curriculum and textbooks can be enriched by including activities based on practices that increase learner curiosity and interest levels.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1458174
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 775
    Subjects:
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Student Responsibility
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Birth Order
        Type: general
      – SubjectFull: Family Structure
        Type: general
      – SubjectFull: Parent Background
        Type: general
      – SubjectFull: Educational Attainment
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 4
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      – SubjectFull: Preschool Education
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      – SubjectFull: Turkey
        Type: general
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      – TitleFull: Science Lesson-Focused Responsibility Levels of Primary School Pupils
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            NameFull: Mutlu Pinar Demirci Güler
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              Y: 2024
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