Ortaokul Fen Bilimleri Dersinde Disiplinli Zihnin İncelenmesi

The purpose of this study was to investigate to what extent middle school students exhibit the disciplined mind traits at science courses and gaining insights about the quality and the quantity of the classroom practices related to the disciplined mind. To this end, the study employed the disciplined mind scale (alpha=0,89) and the rubric for disciplined mind performance tasks (G=0,85), the teaching and learning environment assessment scale (alpha=0,93), and classroom observation notes. This study was carried out with 31 sixth-graders and 30 eighth-graders in a school located in the central districts of Ankara of Turkey. Results indicated that there was not any significant difference between sixth and eighth-graders in terms of exhibiting the disciplined mind traits and science courses they took in terms of cultivating a disciplined mind. Additionally, the qualitative data revealed that students' disciplined mind traits they showed were inadequate, and the classroom practices to promote the students' disciplined mind development were insufficient. This study will contribute to future research in terms of deep understanding of the disciplined mind theory and its practice.