Fen Bilgisi Öğretmen Adaylarının Fen Okuryazarlık Algısı Ölçeği Uyarlama Çalışması

Year 2024, Volume: 8 Issue: 1, 187 - 218, 13.01.2024

Seda Çalık , Hüseyin İnaltun , Elif Yalvaç Ertuğrul , Salih Ateş

https://doi.org/10.34056/aujef.1226453

Abstract

Bu araştırmada Suwono, Maulidia, Saefi, Kusairi ve Yuenyong (2022) tarafından geliştirilen fen bilgisi öğretmen adaylarının fen okuryazarlık algısı ölçeğinin (FOAÖ) Türkçeye adaptasyonu, geçerlik ve güvenirlik çalışması yapılmıştır. Bu ölçme aracı yapısında sekiz alt boyut içermektedir. Bunlar; Üstbiliş, Bilimin Doğası ve İşlevi, İnsan Uğraşı Olarak Bilim, Zihnin Alışkanlıkları, Bilime İlgi, Bilimsel Okuryazarlık Öğretimi, Ahlaki ve Sosyal Sorumluluk Duygusu ve Bilimde Etiktir. Ölçek, dilsel eşdeğerlik çalışmasının ardından, geçerlik ve güvenirlik çalışmasının yapılması amacıyla Türkiye’deki yedi coğrafik bölgede bulunan 16 Üniversitenin Fen bilgisi öğretmenliği programında öğrenim gören toplam 610 üçüncü ve dördüncü sınıf öğrencisine uygulanmıştır. Ölçeğin yapı geçerliliği doğrulayıcı faktör analizi (DFA) tekniği kullanılarak incelenmiştir. DFA sonucunda [χ2 (751, n=602) =1586.640, p=0.00; RMSEA=.043, GFI=.96, AGFI=.95, CFI=.94, NFI=.90, NNFI=.94] özgün ölçekteki sekiz faktörlü yapının doğrulandığı görülmüştür. Ölçekte yer alan maddelerin faktör yük değerleri .31 ile .95 arasında değişmektedir. Ölçeğin tamamına ait Cronbach Alpha iç tutarlık katsayısı ise .90 olarak bulunmuştur. Bu çalışmadan elde edilen bulgular doğrultusunda ölçeğin üçüncü ve dördüncü sınıf fen bilgisi öğretmen adaylarının fen okuryazarlık algılarını belirlemeye yönelik geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Keywords

Fen okuryazarlığı, fen okuryazarlığı algısı, fen bilgisi öğretmen adayları

Adaptation of the Prospective Science Teachers’ Perceptions of Scientific Literacy Scale

Abstract

In this study, the Scientific Literacy Questionnaire for Prospective Science Teachers developed by Suwono, Maulidia, Saefi, Kusairi and Yuenyong (2022) has been adapted into Turkish. This questionnaire includes eight sub-dimensions: Metacognition, Nature and Function of Science, Science as a Human Endeavor, Habits of Mind, Interest in Science, The Teaching of Scientific Literacy, A Sense of Moral and Social Responsibility, and Ethics in Science. After the linguistic equivalence study, the scale was applied to 610 3rd and 4th grade prospective science teachers who studied science education programs at 16 different universities in 7 different regions of Turkey. The construct validity of the scale was examined based on the confirmatory factor analysis (CFA). As a result of the CFA [χ2 (751, n=602) = 1586.640, p=0.00; RMSEA=.043, GFI=.96, AGFI=.95, CFI=.94, NFI=.90, NNFI=.94] it was seen that the eight-factor structure in the original scale was confirmed. The factor loading values of items varied between .31 and .95. The Cronbach's Alpha internal consistency coefficient for the scale was found as .90. In line with the findings obtained from this study, it was concluded that the scale is able to provide valid and reliable results for determining the scientific literacy perceptions of prospective science teachers.

Keywords

Scientific literacy, perception of scientific literacy, prospective science teachers

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