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Makale Özeti:
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The purpose of this study is to investigate whether or not conceptions of learning
diverge in different science domains by identifying high school students’ conceptions of
learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS)
questionnaire was adapted for physics (Conceptions of Learning Physics, COLP),
chemistry (Conceptions of Learning Chemistry, COLC) and biology (Conceptions of
Learning Biology, COLB) firstly and they were separately administered to 361 high
school students at the same time. The factor structures of each questionnaire were also
analyzed by exploratory factor analysis. The differences between students’ conceptions
of learning in each questionnaire factors of all three domains were analyzed with pairedsamples
t-test. The results indicated differences in high school students’ conceptions of
learning physics, chemistry and biology which were identified for all seven factors
except application. In general sense, it was found that students preferred higher-level
conceptions of learning biology more when compared with physics and chemistry
domains. Possible implications about how students prefer to view learning from a
higher-level perspective rather than a lower-level perspective, especially the ones with a
high mean score in physics and chemistry (such as memorizing, preparing for exam and
calculating and practicing) are discussed.
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