Öğretmen Adaylarının Evrensel Fen Okuryazarlığının Yordayıcıları: Bir Yapısal Eşitlik Modellemesi Çalışması

Abstract

Bu araştırmanın amacı fen alanları öğretmen adaylarının evrensel fen okuryazarlıklarının çeşitli değişkenlerle olan ilişkisini yapısal eşitlik modeli kapsamında incelemektir. Çalışmanın amacı kapsamında ortaya konan yapısal modelde ele alınan değişkenler arasındaki ilişkiler incelendiği için araştırmada korelasyonel araştırma yöntemi kullanılmıştır. Uygulama bir devlet üniversitesinin kimya, fizik, biyoloji ve fen bilgisi eğitimi anabilim dallarında öğrenimine devam eden 294 öğretmen adayı ile gerçekleştirilmiştir. Araştırmada veriler evrensel fen okuryazarlık ölçeği, bilimsel süreç becerileri algı ölçeği, sorgulama becerileri ölçeği, laboratuvarda kendi kendine öğrenme hazırbulunuşluk ölçeği, laboratuvara yönelik tutum ölçeği ve kişisel bilgi anketi ile elde edilmiştir. Toplanan verilere ilişkin nedensel ve ilişkisel analizler yapısal eşitlik modellemesi kapsamında incelenmiştir. Araştırma sonuçlarına göre evrensel fen okuryazarlığı ile evrensel fen okuryazarlığını yordayıcı değişkenler arasındaki ilişkiye ait önerilen modelin veri ile uyumlu olduğu belirlenmiş ve tüm model laboratuvara yönelik tutum değişkeni dışında doğrulanmıştır. Bu bağlamda öğretmen adaylarının evrensel fen okuryazarı olmalarında söz konusu değişkenlerin önemli bir role sahip olduğu söylenebilir.

Keywords

• Evrensel fen okuryazarlığı
• sorgulama becerisi
• bilimsel süreç becerileri algısı
• laboratuvarda kendi kendine öğrenme hazırbulunuşluğu
• fen alanları öğretmen adayları

Predictors of Global Scientific Literacy of Pre-Service Teachers: A Structural Equation Modeling Study

Abstract

The purpose of this study was to examine the relationship among pre-service science teachers' global scientific literacy and various variables within the scope of the structural equation model. Since the relations among the variables were investigated in the structural model established for this study, correlational research methodology was applied. The application was carried out with 294 pre-service teachers studying in the departments of chemistry, physics, biology and elementary science education of a state university. The data of the study were obtained with the scales of global scientific literacy, the perception of science process skills, the inquiry skills, the self-directed learning readiness in laboratory, the attitude scale towards the laboratory and the personal information questionnaire. Within the framework of structural equation modeling, the causal and relational analyses of the data were examined. The results showed that the proposed model of the relationship among global scientific literacy and the variables predicting global scientific literacy was also found to be compatible with the data, and the entire model was confirmed except for the attitude towards the laboratory. In this context, it can be claimed that these variables play an essential role in pre-service teachers’ being global scientifically literate.

Keywords

• Global scientific literacy
• inquiry skills
• perception of science process skills
• self-directed learning readiness in laboratory
• pre-service science teachers

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