Original article | International Journal of Life Science and Social Studies Education 2023, Vol. 1(1) 68-94
İlker Seçkin, Ayşe Erim
pp. 68 - 94 | DOI: https://doi.org/10.29329/ijlssse.2023.1074.03 | Manu. Number: ijlssse.2023.003
Published online: December 31, 2023 | Number of Views: 40 | Number of Download: 20
Abstract
School happiness is a concept that is associated with enjoyable lessons. One of the most important lessons to meet the enjoyment needs of primary school children is life science lesson. In this context, the aim of the study is to examine the relationship between school happiness levels of 3rd grade primary school students and their level of having fun in life science lesson. Relational survey model, one of the quantitative research methods, was used in the study. The population of the study consists of primary school 3rd grade students studying in primary schools affiliated to Ankara Provincial Directorate of National Education in the 2022-2023 academic year. Stratified sampling method was used to determine the research sample and 411 3rd grade primary school students were reached. The data were collected through ‘School Happiness Scale for Primary School Children’ and ‘Scale for Determining the Level of Enjoyment in Life Science Lesson’. One sample t-test, independent samples t-test, one-way ANOVA and pearson correlation analysis were used to analyse the collected data. According to the results obtained from the study, primary school students' levels of school happiness and having fun in the life science course are significantly higher. At the same time, there is a significant, positive and moderate relationship between the school happiness levels of 3rd grade primary school students and their level of having fun in life science lesson. Based on this result, it can be suggested that classroom teachers should teach life science lesson with fun activities and games.
Keywords: School happiness, life science lesson, having fun.
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Aydın, H. A. (2020). Mutluluk ve ekonomi: Yaşam memnuniyeti araştırması üzerinden bazı dikkatler [Happiness and economy: Some notices on the life satisfaction survey]. Current Research in Social Sciences, 6(2), 135-148. Batmaz, O. (2020). İlkokul öğrencilerinin hayat bilgisi dersinde eğlenme düzeyleri ile derse yönelik tutumları arasındaki ilişkinin incelenmesi [Investigation of the relationship between the fun levels of primary school students in the life science course and their attitudes towards the course]. Nevşehir Hacı Bektaş Veli University Journal of ISS, 11(3), 1535-1547. Bird, J. M., & Markle, R. S. (2012). Subjective well-being in school environments: Promoting positive youth development through evidence-based assessment and intervention. American Journal of Orthopsychiatry, 82(1), 61-66. Boehm, J., & Lyubomirsky, S. (2008). Does happiness promote career success? Journal of Career Assessment, 16(1), 101-116. Borrello, A. (2005). Subjective well-being and academic success among college students (Publication No. 3174525) [Doctoral dissertation, Capella University]. ProQuest Thesis Center. Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences] (12th ed.). Pegem. Cheon, H., & Lim, S. (2020). Pursuing sustainable happiness through participation in exercise for South Korean students: Structural relationships among exercise, mental health factors, school satisfaction, and happiness. Sustainability, 12(9), 1-13. Cresswell, J. W. (2012). Educational research. Pearson. Descartes, R. (2019). Ahlak üzerine mektuplar [Letters on morality]. (S. Sollers, Trans.). Say. Deveci, H. (2008). Hayat bilgisi dersinin tanımı, kapsamı ve ilköğretim programındaki yeri [Definition, scope and place of life science course in primary education program]. In Ş. Yaşar (Ed.). Hayat bilgisi ve sosyal bilgiler öğretimi [Life science and social studies education]. (pp. 1-19). Anadolu Üniversitesi. Döş, İ. (2013). Mutlu okul [Happy school]. Education and Science, 38(170), 266-280. Dursun-Gülseven, S. (2023). 11-14 yaş arası devlet okulunda okuyan çocukların okul mutluluğu ve akademik başarıları ile psikolojik rezilyansları arasındaki ilişki [The relationship between school happiness and academic achievements and psychological residences of children between 11-14 years old in state school]. (Publication No. 816272) [Master thesis, Dogus University]. National Thesis Center. Easterlin, R. A. (1995). Will raising the incomes of all increase the happiness of all?. Journal of Economic Behavior & Organization, 27(1), 35-47. Edgell, S. (1998). Sınıf [Class]. (D. Özyiğit, Trans.). Dost. Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143. Ericson, E. H. (1984) İnsanın sekiz çağı [The eight eras of man]. (T. B. Üstün, & V. Şar, Trans.). Birey ve Toplum. Ersoy, A. F. (2011). İlköğretim öğrencilerinin çocuk haklarına ilişkin algıları [Elementary school students’ perceptions related to children’s rights]. İlköğretim Online, 10(1), 20-39. Fidan, M. (2020). Mutlu okulun bileşenleri [The components of happy school]. Journal of Research in Education and Society, 7(1), 107-123. Fisher, C. D. (2010). Happiness at work. International Journal of Management Reviews, 12(4), 384–412. Glasser, W. (2013). Take charge of your life: How to get what you need with choice theory psychology. Bloomington. Goldthorpe, J. H. (1983). Women and class analysis: In defence of the conventional view. Sociology, 17(4), 465-488. Gültekin, M., Gürdoğan-Bayır, Ö., & Balbağ, N. L. (2016). Haklarımız var: Çocukların gözünden çocuk hakları [We have our rights: Children's rights from their perspective]. Adiyaman University Journal of Social Sciences, 24, 971-1005. Gündoğan, A., & Akar, C. (2019). Happiness scale at school for primary school students: Validity and reliability study. TAY Journal, 3(1), 61-75. Gündoğan, A. (2020). İlkokul öğrencilerinin gözünden hayat bilgisi dersi [Life sciences course from primary school students perspective]. Anadolu Journal of Educational Sciences International, 10(1), 31-53. Güven, S., & Ayyayla-Püsküllü, M. (2017). Hayat bilgisi ders kitapları ile ilgili yapılan çalışmaların içerik analizi [The content analysis of the studies about life science textbooks]. The Journal of International Lingual, Social and Educational Sciences, 3(2), 75-86. Huebner, E. S., & Gilman, R. (2006). Students who like and dislike school. Applied Research in Quality of Life, 1(2), 139-150. Kamboj, K. P., & Garg, P. (2021). Teachers' psychological well-being role of emotional intelligence and resilient character traits in determining the psychological well-being of Indian school teachers. International Journal of Educational Management, 35(4), 768-788. Karasar. N. (2016). Bilimsel araştırma yöntemi [Scientific research method]. Nobel. Kırnık, D., Özkul R., Dönük, O., Altunhan, Y., & Altunkaynak, Y. (2021). Okul mutluluk-yaşam ölçeğinin geliştirilmesi [Development of school happiness-life scale]. Inonu University Journal of the Faculty of Education, 22(1), 603-627. Li, G., Li, B., Wang, L., Liu, C., & Lu, L. (2022). A longitudinal study on the impact of parental academic support and expectations on students’ academic achievement: The mediating role of happiness. European Journal of Psychology of Education, 38(2), 801–818. Mumcu, N., & Mumcu, H. E. (2019). Sporun stres ve mutluluk üzerine etkileri [The effects of sport on stress and happiness]. Akademisyen. Oker, D., & Tay, B. (2019). İlkokul öğrencilerinin gözünden hayat bilgisi dersi ve öğrenmek istedikleri konular [Life science course from the eyes of primary school students and what they want to learn]. Journal of Education, Theory and Practical Research, 5(3), 409-425. Özdemir, M. (2023). Artırılmış gerçeklik temelli uygulamaların 3. sınıf hayat bilgisi dersindeki akademik başarı, tutum ve eğlenme düzeyine etkisinin incelenmesi [Investigation of the effect of augmented reality-based applications on academic success, attitudes and level of fun in 3. grade life study cours]. (Publication No. 804947) [Master thesis, Siirt University]. National Thesis Center. Özdemir, Y., Yılmaz-Hiğde, A., & Sağkal, A. S. (2021). İlkokul çocukları için okul mutluluğu ölçeği’nin (İÇİOMÖ) geliştirilmesi: Geçerlik ve güvenirlik çalışması [Developing the school happiness scale for primary school children (SHSPSC): Validity and reliability study]. Journal of National Education, 50(231), 111-127. Parkinson, A. (1999, November 10-13). Developing the attribute of lifelong learning. [Paper presentation]. 29th Annual Frontiers In Education Conference. San Juan, Puerto Rico. Quinn, P. D., & Duckworth, A. L. (2007, May 24-27). Happiness and academic achievement: Evidence for reciprocal causality. The Annual Meeting of the American Psychological Society. Sakman, S. (1998). Rasyonel insanın felsefesi [The philosophy of rational Man]. Akla Çağrı. Seçkin, İ. (2023). Hayat bilgisi dersinde eğlenme düzeyinin inanç, tutum ve öğretmen-öğrenci yakınlık değişkenleriyle incelenmesi [Investigating the level of enjoyment in life science course with the variables of belief, attitude and teacher-student closeness]. (Publication No. 849868) [Master thesis, Kırşehir Ahi Evran University]. National Thesis Center. Sezer, S., & Can, E. (2018). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 79, 167-190. Şahin, F., & Tabak, H. (2022). Eğitim araştırmalarının doğası ve paradigmasal temelleri [The nature and paradigmatic foundations of educational research]. In F. Şahin, B. Aksu Dünya, & H. Tabak (Eds.), Eğitimde araştırma yöntemleri [Research methods in education]. (pp. 1-17). Pegem. Şimşek, S. (2022). Geçmişten günümüze hayat bilgisi [Life science from past to present] In S. Şimşek (Ed.), Hayat bilgisi öğretimi [Life science education]. (pp. 1-31). Anı. Tay, B. (2017). Hayat bilgisi: Hayatın bilgisi [Life science: Knowledge of life]. In B. Tay (Ed.), Etkinlik örnekleriyle hayat bilgisi öğretimi [Teaching life sciences with activity examples]. (pp. 1-43). Pegem. Tay, B., & Uçuş-Güldalı. (2017). Hayat bilgisi öğretiminde okul dışı öğrenme çevreleri [Out-of-school learning environments in life science teaching]. In B. Tay (Ed.), Etkinlik örnekleriyle hayat bilgisi öğretimi [Teaching life sciences with activity examples]. (pp. 225-256). Pegem. Turkish Language Association [TLA]. (2023). Güncel Türkçe sözlük [Current Turkish dictionary]. Retrieved January 9, 2023, from https://sozluk.gov.tr/ Uluçınar, U., Gündoğan, A., & Akar, C. (2020). Hayat bilgisi dersinde eğlenme düzeyini belirleme ölçeği: Geçerlik ve güvenirlik çalışması [The scale of the determining the fun in life science course: A study of validation and reliability]. Journal of History School, 47, 2564-2581. [UNESCO]. (2023). Why the world needs “happy schools”. Retrieved October 2, 2023, from https://www.unesco.org/en/education-policies/happy-schools Ünüvar, P., Çalışandemir, F., Tagay, O., & Amini, F. (2015). Okul öncesi dönem çocuklarının mutluluk algısı (Türkiye ve Afganistan Örneği) [Preschool children's perception of happiness (Turkey and Afghanistan sample)]. Mehmet Akif Ersoy University Journal of Education Faculty, 34, 1-22. Ütkür-Güllühan, N., & Bekiroğlu, D. (2022). Hayat bilgisi öğretim programlarının karşılaştırılması: Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) ve Türkiye Cumhuriyeti örneği [Comparison of life studies curriculum: A case of Turkish Republic of Northern Cyprus (TRNC) and Turkish Republic]. Social Sciences: Theory and Practice, 6(1), 95-109. Ütkür-Güllühan, N., Bekiroğlu, D., & Emral, T. (2023). The effect of online creative drama method on primary school students’ levels of happiness and fun in school: Solomon four-group design. Innovation: The European Journal of Social Science Research, 36(4), 697–718. https://doi.org/10.1080/13511610.2023.2240534 Yalçın, A., Ayten, N., Kaya Ayten, S., & Özalp, M. (2022). İlkokul öğrencilerinin okula yönelik mutluluklarının incelenmesi [The study of primary school students’ happiness towards school]. Journal of Cappadocia Education, 3(2), 33-47. Yılmaz, F. (2023). Hayat bilgisi dersinde web 2.0 ve öyküleştirme destekli çocuklar için felsefe: “Öğretmenim, bütün bunları biz mi konuştuk?” [Web 2.0 and storyline supported philosophy for children in a life studies course: “Teacher, were we the ones talking about all of this?”]. Kırşehir Ahi Evran University Faculty of Education Journal, 24(2), 1345-1405. |