Biyoloji Öğrenme Anlayışları Ölçeği’nin (BÖAÖ) Geliştirilmesi: Geçerlilik ve Güvenirlik Çalışması

Year 2015, Volume: 9 Issue: 2, - , 19.12.2015

Nazlı Ruya Taşkın , Osman Yıldırım Sami Özgür

https://doi.org/10.17522/nefefmed.02883

Cited By: 1

Abstract

Bu çalışmanın amacı 9-12. Sınıflarda öğrenim gören öğrencilerin öğrenme anlayışlarını belirlemek amacı ile bir Biyoloji Öğrenme Anlayışları Ölçeği geliştirmek ve geliştirilen bu ölçekten elde edilen sonuçların geçerlilik ve güvenirlik çalışmasını yapmaktır. Araştırma Balıkesir ili Merkez ilçesindeki devlet okullarında öğrenim gören toplam 997 öğrenciden oluşan iki bağımsız örneklemde gerçekleştirilmiştir. Araştırmanın verileri 41 maddelik 5’li likert tipi ölçekten elde edilmiştir. Açımlayıcı faktör analizi sonuçları, ölçeğin 29 maddelik, 5 alt boyutlu bir yapıya sahip olduğunu ortaya koymuştur. Ölçeğin bütününe ait Cronbach Alpha katsayısı .78, boyutlarına ait Cronbach Alfa katsayıları ise sırası ile .76, .71, .65, .73, .82 olarak bulunmuştur. DFA sonuçları ise faktör yapısının veri seti ile uyumlu olduğunu ortaya koymuştur. Geliştirilen ölçeğin öğrencilerin biyoloji öğrenme anlayışlarını ölçmek için güvenilir ve geçerli sonuçlar ürettiği sonucuna varılmıştır.

References

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• Prosser, M. ve Trigwell, K. (1999). Understanding learning and teaching: the experience in higher education. Buckingham: Open University Press.
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• Staeck, L. (1995). Perspectives for biological education-challenge for biology instruction at the end of the 20th century. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 11, 29-35.
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• Tsai, C.C. (2004). Conceptions of learning science among high- school students in Taiwan: a phenomenographic analysis. International Journal of Science Education, 26, 14, 1733- 1750.
• Tsai, C.C. (2006). ‘Biological knowledge is more tentative than physics knowledge’: Taiwan high school adolescents views about the nature of biology and physics. Adolescence, 41, 691- 703.
• Tynjala (1997). Developing education students’ conceptions of the learning process in different learning environments. Learning and Instruction, 7(3), 277- 292.
• Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning. Higher Education, 31(1), 25.
• Vermunt, J.D., & Vermetten, Y.J. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning and learning orientations. Educational Psychology Review, 16(4), 359- 384.
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• Asikainen, H., Virtanen, V., Parpala, A. & Lindblom-Ylänne (2013). Understanding bioscience students’ conceptions of learning in the 21th century. International Journal of Educational Research, 62, 36-42.
• Bentler, P.M. & Bonett, D.G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
• Biggs, J. (1993). ‘What do inventories of students’ learning process really measure?’ A theoretical review and clarification. British Journal of Educational Psychology, 83, 3- 19.
• Biggs, J. (1996). Western Misperceptions of The Confucian-Heritage Learning Culture, in Watkins, D. and Biggs, J. (eds) The Chinese Learner: Cultural, Psychological and Contextual Influences, CERC and ACER, Melbourne.
• Buckley, B. C., & Quellmalz, E. S. (2013). Supporting and Assessing Complex Biology Learning with Computer-based Simulations and Representations. In D. Treagust & C.-Y. Tsui (Eds.), Multiple Representations in Biological Education (pp. 247-267). Dordrecht: Springer.
• Buehl, M.M. & Alexander, P.A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13, 385–418.
• Büyüköztürk, Ş. (2011). Veri analizi el kitabı (14.Baskı). Ankara: Pegem Akademi.
• Chan, K., Tan, J. & Khoo, A. (2007). Pre-service teachers’ conceptions about teaching and learning: a closer look at Singapore cultural context. Asia- Pacific Journal of Teacher Education, 35(2), 181- 195.
• Chiou, G.., Liang, J. & Tsai, C. (2012). Undergraduate students’ conceptions of and approaches to learning in biology: A study of their structural models and gender differences. International Journal of Science Education, 34(2), 167- 195.
• Chiou, G., Lee, M. & Tsai, C. (2013). High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education, 31(1), 1-15.
• Chuang, H.F. & Cheng, Y. J. (2003). A study on attitudes toward biology and learning environment of the seventh grade students. Chinese Journal of Science Education, 11(2), 171–194.
• Çekmez, E., Yıldız, C. & Bütüner, S.Ö. (2012). Fenomenografik Araştırma Yöntemi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 6(2), 77-102.
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010), Sosyal Bilimler için Çok Değişkenli İstatistik. Ankara: Pegem Akademi.
• Corral, S. & Calvete, E. (2000). Machiavellianism: Dimensionality of the Mach IV and its relation to self monitoring in a Spanish sample. The Spanish Journal of Psychology, 3, 3- 13.
• Crawford, K., Gordon, S., Nicholas, J. &Prosser, M. (1994).Conceptions of mathematics and how it is learned: The perspectives of students entering university. Learning and Instruction, 4, 331–345.
• Crawford, K., Gordon, S., Nicholas, J. &Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8, 455–468.
• Donald, J.G. (2002). Learning to think: Disciplinary perspectives. San Francisco, CA: Jossey-Bass Publishers.
• Entwistle, N.J. & Peterson, E.R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41, 407- 428.
• Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods,4, 272-299.
• Hoe, S.J. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods, 3(1), 76- 83.
• Hu, L.T., & Bentler, P.M. (1999). Cutoff Criteria for Fit Indexes in Covariance Structural Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6, 1-55.
• Jaidin, H. (2009). “Conceptions of learning held by upper primary children in government schools in Brunei Darussalam.” Unpublished PhD Thesis, Queensland University of Technology, Faculty of Education, Queensland.
• Jöreskog, K., & Sorbom, D. (2006). LISREL 8.80 for Windows [Computer Software]. Lincolnwood, IL: Scientific Software International, Inc.
• Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık.
• Lee, M.H.,Johanson, R. E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92, 191–220.
• Liang J. C.,&Tsai, C. C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International Journal ofScienceEducation, 32, 2273–2289.
• Marton, F., & Booth, S. (1997). Learning and Awareness. New Jersey: Lawerence Erlbaum Associates.
• Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277- 300.
• Marton, F., Watkins, D., & Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high school students in Hong Kong. Learning and Instruction, 7, 21- 48.
• Önder, İ. & Beşoluk, S. (2010). Adaptation of Revised Two Factor Study Process Questionnaire Study (R-SPQ-2F) to Turkish. Education & Science, 35(157), 55-67.
• Prosser, M. ve Trigwell, K. (1999). Understanding learning and teaching: the experience in higher education. Buckingham: Open University Press.
• Purdie, N. & Hattie, J. (2002). Assessing Students’ Conceptions of Learning. Australian Journal of Educational & Developmental Psychology, 2, 17- 32.
• Purdie, N. (November, 1994). What do students think “learning” is and how do they do it? A cross-cultural comparison. Paper presented at the Annual Conference of the Australian Association for Research in Education, Newcastle, Australia.
• Ramsden, P. (2000). Learning to Teaching in Higher Education. London: Newyork Routhladge Falmer.
• Reid, A.,Wood, L. N., Smith, G. H., &Petocz, P. (2005). Intention, approach and outcome: University mathematics students’ conceptions of learning mathematics. International Journal of Science and Mathematics Education, 3, 567–586.
• Säljö, R. (1979). Learning about learning. Higher Education, 8, 443−451.
• Sinatra, G.M. (2001). Knowledge, beliefs, and learning. Educational Psychology Review, 13, 321–323.
• Smith, P. J. & Blake, D. (2009) The influence of learning environment on student conceptions of learning. Journal of Vocational Education & Training, 61(3), 231–246.
• Staeck, L. (1995). Perspectives for biological education-challenge for biology instruction at the end of the 20th century. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 11, 29-35.
• Tabachnick, B. G., Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Boston: Pearson Education, Inc.
• Thompson, A. G. (1992). Teachers’ beliefs and conception: a synthesis of theresearch. In D. A. Grouws (Ed.),Handbook of research on mathematics teaching and learning(pp. 261 – 283). New York: Macmillan.
• Thompson, A.G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice, Educational Studies in Mathematics, 15, 105- 127.
• Tsai, C., Kuo, P. (2008). Cram school Students’ conceptions of learning and learning science in taiwan. International Journal of Science Education, 30(3), 351- 373. doi:10.1080/09500690701191425.
• Tsai, C.C. (2004). Conceptions of learning science among high- school students in Taiwan: a phenomenographic analysis. International Journal of Science Education, 26, 14, 1733- 1750.
• Tsai, C.C. (2006). ‘Biological knowledge is more tentative than physics knowledge’: Taiwan high school adolescents views about the nature of biology and physics. Adolescence, 41, 691- 703.
• Tynjala (1997). Developing education students’ conceptions of the learning process in different learning environments. Learning and Instruction, 7(3), 277- 292.
• Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning. Higher Education, 31(1), 25.
• Vermunt, J.D., & Vermetten, Y.J. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning and learning orientations. Educational Psychology Review, 16(4), 359- 384.
• Watkins, D. (1996). Learning theories and approaches to research: a cross-cultural perspective. In D.A. Watkins and J.B. Biggs (eds). The Chinese learner: cultural, psychological and contextual influences, HK: CERC and ACER: 3-24.
• Wong, K. & Wen, Q. (2001). The impact of university education on conceptions of learning: a chinese study. International Education Journal, 2(5), 138-147.
• Yeşilyurt, S. ve Gül, Ş. (2008). Lisede daha etkili bir biyoloji öğretimi için öğretmen ve öğrenci beklentileri. Kastamonu Eğitim Dergisi, 16(1), 145-162.