Bağlam Temelli Fen Öğrenimine Yönelik Öğretmen Özyeterlik Ölçeği: Geçerlik Ve Güvenirlik Çalışması

Year 2024, , 499 - 538, 25.07.2024

Büşra Arık Güngör , Oktay Bektas , Sibel Saraçoğlu

https://doi.org/10.30831/akukeg.1388214

Abstract

Bu çalışmanın amacı, öğretmenlerin bağlam temelli fen öğrenimine yönelik özyeterliklerini belirlemede kullanılabilecek geçerli ve güvenilir bir ölçek geliştirmektir. Çalışmada nicel araştırma yönteminin desenlerinden biri olan tarama deseni kullanılmıştır. Tarama desenlerinden ise kesitsel tarama modeli kullanılmıştır. Çalışmanın örneklemini, 2020-2021 eğitim ve öğretim yılında Kayseri ilinde görev yapan 433 fen bilimleri öğretmeni oluşturmuştur. İlk olarak alan yazın taraması yapılarak 85 maddelik madde havuzundan 67 maddelik beşli Likert tipinde taslak ölçek oluşturulmuştur. Ölçeğin kapsam geçerliğini sağlamak için uzman görüşleri alınmış, gelen dönütlere göre gerekli düzenlemeler yapılmıştır. Ölçeğin yapı geçerliğini sağlamak için açımlayıcı ve doğrulayıcı faktör analizleri yürütülmüştür. Açımlayıcı faktör analizi sonucunda “Öğrenme/Öğretme Süreci”, “Özyeterlik Kaynakları”, “Akademik Özyeterlik” ve “Öğretimi Planlama” olmak üzere dört faktörlü ve 47 maddeden oluşan bir yapıya ulaşılmıştır. Doğrulayıcı faktör analizi ile açımlayıcı faktör analizi sonuçları doğrulanmıştır. Ölçekten elde edilen puanların güvenirliği için, ölçeğin tamamının ve alt faktörlerin Cronbach Alfa iç tutarlık katsayıları hesaplanmıştır. Ölçeğin ölçüt geçerliğini sağlamak için benzer nitelikte bir ölçek belirlenerek iki ölçeğin arasında Pearson korelasyon katsayısı 0.86 bulunmuştur. Yapılan analizler sonucunda, araştırmacılar ölçeğin geçerli ve güvenilir olduğunu belirlemiş ve fen bilimleri öğretmenlerinin bağlam temelli öğrenmeye yönelik öz-yeterliklerini belirlemek amacıyla kullanılmasını önermişlerdir.

Keywords

bağlam temelli öğrenme, fen eğitimi, özyeterlik, ölçek geliştirme

Teacher Self-Efficacy Scale Towards Context-Based Science Learning: Validity and Reliability Study

Abstract

This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science students working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was created by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was created. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as “Learning/Teaching Process”, “Self-efficacy Resources”, “Academic Self-efficacy” and “Planning Instruction” consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.

Keywords

context-based learning, scale development, science education, self-efficacy

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