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Makale Özeti:
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The present study investigated middle school students’ science active learning strategy use in relation to motivational beliefs of self-efficacy, science learning value, personal goal orientations, and perceived parent
goal emphasize. Totally 458 Grade 6-8 students participated in the study. Hierarchical regression analyses revealed that perceptions of parent mastery goal emphasize, personal mastery goal orientation, self-efficacy,
and value beliefs were significant predictors of active learning strategies. Accordingly, students who perceived higher levels of parent mastery goal emphasize, who engaged in science tasks with the purpose of improving understanding, who were confident about their abilities to perform well in science activities, and who believed the importance and utility of the science task used higher levels of active learning strategies. Some
suggestions were made to science teachers in order to form science learning environments which support students’ motivational beliefs and active learning strategies such as emphasizing the importance of learning
the material and improving skills; showing students that ability can be improved through effort; and holding discussions about utility of the science task. Parents were also suggested to promote their children’s
mastery goals by highlighting the importance of meaningful learning rather than just memorizing, encouraging their children to do challenging problems and work hard.
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