BibTex RIS Cite

İlköğretim Öğrencilerine Yönelik Fen Kaygı Ölçeği

Year 2014, Issue: 37, 1 - 20, 01.12.2014

Abstract

Kaygı öğrenci başarısını etkileyen duyuşsal faktörlerden biridir. Bu araştırmanın amacı, ilköğretim ikinci kademe öğrencilerinin fene yönelik kaygılarını tespit etmek amacıyla bir araç geliştirmektir. Çalışma grubu 2009-2010 eğitim-öğretim yılında Amasya’da 8 ilköğretim okulunun 6., 7. ve 8. sınıflarında öğrenim gören 994 öğrencidir. Faktör analizinde KMO katsayısı 0.943, Barlett testi anlamlı bulunmuştur. Bu değerler çalışma grubunun faktör analizine uygunluğunu göstermektedir. Yapı geçerliği ve güvenirlik çalışması sonrasında geliştirilen ölçeğin 25 madde ve 5 alt boyuttan oluştuğu ve varyansın %51.214’ünü açıkladığı belirlenmiştir. Birinci faktör 7 maddeden, ikinci faktör 6, üçüncü faktör 6, dördüncü faktör 4 ve son faktör 2 maddeden oluşmaktadır. Birinci faktör derse odaklanma, ikinci faktör özgüven yetersizliği, üçüncü faktör çalışma ve sınava yönelik kaygı, dördüncü faktör endişe ve beşinci faktör ilgi olarak adlandırılmıştır.  Ölçeğin Cronbach Alpha güvenirlik katsayısı 0.88 olarak bulunmuştur. Geliştirilen fen kaygı ölçeği geçerli ve güvenilir bir araçtır. Ölçeğin fen ve teknoloji öğretmenlerinin, öğrencilerinin fen kaygılarını belirlemelerinde yararlı olacağı düşünülmektedir.

References

  • Alvaro, R. (1978). The effectiveness of a science-therapy program on science-anxious undergraduates, PhD dissertation, Loyola University Chicago. Anderson, L.W. (1981). “Assesing affective chareacteristics in the schools”, Boston: Ally and Bacon.
  • Anılan, B., Görgülü, A. & Balbağ, M.Z. (2009). Öğretmen adaylarının kimya laboratuvarı endişeleri. e– Journal of New World Sciences Academy, 4 (3), 954–974.
  • Atabek, E. (2000). Bizim Duygusal Zekamız (2. baskı). İstanbul: Altın Kitaplar Yayınevi. Atasoy, B. (2002). Fen Öğrenimi ve Öğretimi. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Atwater, M.M., Gardner, C.M. & Wiggins, J. (1995). A study of urban middle school students with high and low attitudes toward science. Journal of Research in Science Teaching, 32, 665–77.
  • Aydın, E. & Dilmaç, B. (2004). Matematik Kaygısı. Eğitime İlişkin Çeşitlemeler 1. (Edt: M. Gürsel). Konya: Eğitim Kitabevi Yayınları. 231–240.
  • Azizoglu, N. & Uzuntiryaki, E. (2006). Kimya laboratuarı endişe ölçeği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 55-62.
  • Batumlu, D. Z. & Erden, M. (2007). Yıldız teknik üniversitesi yabancı diller yüksek okulu hazırlık öğrencilerinin yabancı dil kaygıları ile ingilizce başarıları arasındaki ilişki. Eğitimde Kuram ve Uygulama, 3(1), 24-38.
  • Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. F.Ü. Fen ve Mühendislik Bilimleri Dergisi, 17 (2), 442-448.
  • Bloom, B. S. (1979). Human Characteristics and School Learning. New York: Mc Grav-Hill. Bowen, C.W. (1999). Development and score validation of a chemistry laboratory anxiety instrument (CLAI) for college chemistry students. Educational and Psychological Measurement, 59 (1), 171-187.
  • Brownlow, S., Jacobi, T & Rogers, M. (2000). Science anxiety as a function of gender and experience. Sex Roles, 42, 1/2, 119-131.
  • Büyüköztürk, Ş., (1997). Development of research oriented anxiety scale. Educational Management in Theory and Practice, 3 (4), 453- 464.
  • Büyüköztürk, Ş. (2002). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara :Pegem A Yayıncılık. Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education, Publisher: Routledge; 6th edition, London
  • Comrey, A. L., & Lee, H.B. (1992). A First Course in Factor Analysis. (2th Edition). New Jersey: Lawrence Erlbaum Associates, Publishers, Hillsdale. Christensen, L.B. (2004). Experimental Methodology. United States of America: Pearson Education.
  • Czerniak, C. & Chiarelott, L. (1984). Science anxiety: an investigation of science achievement, sex and grade level factors. Paper presented at the 68th Annual Meeting of the American Educational Research Association, New Orleans, LA, April 23-27.
  • Çavuş, H. & Günbatar, M.S. (2008) Bilgisayar kaygı ölçeğinin Türkçeye uyarlama çalışması. Gazi Eğitim Fakültesi Dergisi, 28 (3), 147-163.
  • Daniels, J. (1983). Science anxiety (Book). Personnel & Guidance Journal, 62(4), 248. Dunteman, G. H. (1989). Principal component analysis: Quantitative applications in the social science series. (Vol 69). Thousand Oaks, CA: Sage Publications.
  • Eddy, R.M. (2000). Chemophobia in the college classroom: Extent, sources, and students characteristics. Journal of Chemical Education, 77 (4),514-517.
  • Ellis, R. (1994), The Study of Second Language Acquisition. Oxford: Oxford University Press. Erökten, S. (2010). Fen bilgisi öğrencilerinde kimya laboratuar uygulamalarının öğrenci endişeleri üzerine etkisinin değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38: 107-114
  • Etkin, E., Dönmez, G. & Özel, S. (2006). Matematik kaygısı ölçeği'nin psikometrik özellikleri. Eğitim ve Bilim, 31 (140), 26-33.
  • George, R. (2006). A Cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28 (6), 571–589.
  • Greenburg, S. L. & Mallow, J.V. (1982). Treating science anxiety in a university counseling center, The Personel and Guidance Journal, 61 (1), 48-50.
  • Harlen, W. (1999). The teaching of Science in Primary Schools. 2. Edition. London: David Fulton Publishers
  • Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26 (2), 129-147.
  • Karasar, N. (2009). Bilimsel Araştırma Yöntemi. 19. Baskı. Ankara: Nobel Yayın Dağıtım. Laukenmann, M., Bileicher, M., Fu, S., Glaser-Zikuda, M., Mayring, P. & Von Rhöneck, C., (2003). An investigation of the influence of emotional factors on learing in physics instruction. International Journal of Science Education, 25 (4), 489–507.
  • Mallow, J.V. (1981). Science anxiety: Fear of Science and How to Overcome It? New York: Van Nostrand Reinhold Company. Mallow, J.V. & Greenburg, S.L. (1983). Science anxiety and science leaming. The Physics Teacher, 95– 99.
  • Mallow, J.V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology, 3 (4), 227-238.
  • Mallow J.V., Kastrup H., Bryant, F.B., Hislop, N., Shefner, R. & Udo, M. (2010). Science anxiety, science attitudes, and gender: interviews from a binational study. Journal of Science Educational Technology, 19, 356-369.
  • Marso, R.N. & Pigge, F.L. (1998). A longitudinal study of relationships between attitudes toward teaching, anxiety about teaching, self-perceived effectiveness, and attrition from teaching. Paper presented at the Annual Meeting of theAssociation of Teacher Educators, Dallas, TX.
  • MEB (2005). İlköğretim 6 ve 8. Sınıf Fen ve Teknoloji Dersi Öğretim Programları. Ankara.
  • Menis, J. (1989). Attitudes towards school, chemistry students and science among upper secondary chemistry students in the United States. Research in Science & Technological Education, 7: 183–90.
  • Özdamar, K. (1999). Paket Programlar İle İstatistiksel Veri Analizi I. 2. Baskı, Eskişehir: Kaa Pallant, J. (2001). SPSS Survival Manuel. Open University Pres, Buckingham and Philadelphia, USA.
  • Spielberg, C. D. (1971). Theory and research on anxiety. Anxiety and behavior (third ed.) Edit. C. D. Spielberg. New York: Academic Press Inc. Şahin, F.Y. (2000). Matematik kaygısı. Eğitim Araştırmaları Dergisi, 1 (2), 75-79.
  • Tavşancıl, E. (2005) Tutumların Ölçülmesi ve SPSS ile Veri Analizi, Ankara: Nobel Yayın Dağıtım Udo, M.K., Ramsey, G.P., Reynolds-Alpert, S. & Mallow , J.V. (2001). Does physics teaching affect gender- based science anxiety? Journal of Science Education and Technology, 10 (3), 237-247.
  • Udo, M.K., Ramsey, G.P. & Mallow, J.V. (2004). Science Anxiety and Gender in Students Taking General Education Science Courses. Journal of Science Education and Technology, 13 (4), 435-446.
  • Yaman, H. (2010). Writing anxiety of Turkish students: Scale development and the working procedures in terms of various variables. International Online Journal of Educational Sciences, 2 (1), 267-289.
  • Yaşar, Ş. & Anagün, S.S. (2009). Reliability and validity studies of the science and technology course scientific attitude scale. Journal of Turkısh Science Education, 6 (2), 43- 54.
  • Yücel, A.S. (2008). Development of an anxıety scale for chemıstry preparatıon of an anxıety tree. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35: 406-415.
  • Yürük, N. (2011). The predıctors of preservıce elementary teachers’ anxıety about teachıng scıence. Journal of Baltic Science Education, 10 (1), 17-26.

SCIENCE ANXIETY SCALE FOR PRIMARY SCHOOL STUDENTS

Year 2014, Issue: 37, 1 - 20, 01.12.2014

Abstract

Anxiety is one of affective factors that have an impact on the success of the student. The aim of this study was to develop a scale to determine the science anxiety of second grade students’ in elementary school. The research group included 994 student who are studying in 8 primary schools’ 6th, 7th and 8th grade students in 2009-2010 education year in the Amasya. The factor analysis indicated that the coefficient of Kaiser-MeyerOlkin (KMO) has been found as 0.943 and the Bartlett test has been determined as significant. These results show the conformance of the data to the factor analysis. After the scale's construct validity and reliability studies were conducted, by carrying out the factor analysis, it has been determined that the scale consists of 25 items and 5 sub-dimensions and explains the 51.214% of the variance. The first factor includes 7 items; 2nd factor includes 6 items; 3th factor includes 6 items; 4th factor includes 4 items and 5th factor includes 2 items. The first factor was named as focusing on class, the second one was named as lack of self-confidence, third factor was named as studying and anxiety for the exams, fourth factor was named as disturbance and the fifth one was named as interest. The Cronbach alpha reliability cofficient of scale was found as 0.88. The developed science anxiety scale is a valid and reliable instrument. It is thought that scale will be useful to determine the science anxiety of the student of the science and technology teachers

References

  • Alvaro, R. (1978). The effectiveness of a science-therapy program on science-anxious undergraduates, PhD dissertation, Loyola University Chicago. Anderson, L.W. (1981). “Assesing affective chareacteristics in the schools”, Boston: Ally and Bacon.
  • Anılan, B., Görgülü, A. & Balbağ, M.Z. (2009). Öğretmen adaylarının kimya laboratuvarı endişeleri. e– Journal of New World Sciences Academy, 4 (3), 954–974.
  • Atabek, E. (2000). Bizim Duygusal Zekamız (2. baskı). İstanbul: Altın Kitaplar Yayınevi. Atasoy, B. (2002). Fen Öğrenimi ve Öğretimi. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Atwater, M.M., Gardner, C.M. & Wiggins, J. (1995). A study of urban middle school students with high and low attitudes toward science. Journal of Research in Science Teaching, 32, 665–77.
  • Aydın, E. & Dilmaç, B. (2004). Matematik Kaygısı. Eğitime İlişkin Çeşitlemeler 1. (Edt: M. Gürsel). Konya: Eğitim Kitabevi Yayınları. 231–240.
  • Azizoglu, N. & Uzuntiryaki, E. (2006). Kimya laboratuarı endişe ölçeği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 55-62.
  • Batumlu, D. Z. & Erden, M. (2007). Yıldız teknik üniversitesi yabancı diller yüksek okulu hazırlık öğrencilerinin yabancı dil kaygıları ile ingilizce başarıları arasındaki ilişki. Eğitimde Kuram ve Uygulama, 3(1), 24-38.
  • Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. F.Ü. Fen ve Mühendislik Bilimleri Dergisi, 17 (2), 442-448.
  • Bloom, B. S. (1979). Human Characteristics and School Learning. New York: Mc Grav-Hill. Bowen, C.W. (1999). Development and score validation of a chemistry laboratory anxiety instrument (CLAI) for college chemistry students. Educational and Psychological Measurement, 59 (1), 171-187.
  • Brownlow, S., Jacobi, T & Rogers, M. (2000). Science anxiety as a function of gender and experience. Sex Roles, 42, 1/2, 119-131.
  • Büyüköztürk, Ş., (1997). Development of research oriented anxiety scale. Educational Management in Theory and Practice, 3 (4), 453- 464.
  • Büyüköztürk, Ş. (2002). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara :Pegem A Yayıncılık. Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education, Publisher: Routledge; 6th edition, London
  • Comrey, A. L., & Lee, H.B. (1992). A First Course in Factor Analysis. (2th Edition). New Jersey: Lawrence Erlbaum Associates, Publishers, Hillsdale. Christensen, L.B. (2004). Experimental Methodology. United States of America: Pearson Education.
  • Czerniak, C. & Chiarelott, L. (1984). Science anxiety: an investigation of science achievement, sex and grade level factors. Paper presented at the 68th Annual Meeting of the American Educational Research Association, New Orleans, LA, April 23-27.
  • Çavuş, H. & Günbatar, M.S. (2008) Bilgisayar kaygı ölçeğinin Türkçeye uyarlama çalışması. Gazi Eğitim Fakültesi Dergisi, 28 (3), 147-163.
  • Daniels, J. (1983). Science anxiety (Book). Personnel & Guidance Journal, 62(4), 248. Dunteman, G. H. (1989). Principal component analysis: Quantitative applications in the social science series. (Vol 69). Thousand Oaks, CA: Sage Publications.
  • Eddy, R.M. (2000). Chemophobia in the college classroom: Extent, sources, and students characteristics. Journal of Chemical Education, 77 (4),514-517.
  • Ellis, R. (1994), The Study of Second Language Acquisition. Oxford: Oxford University Press. Erökten, S. (2010). Fen bilgisi öğrencilerinde kimya laboratuar uygulamalarının öğrenci endişeleri üzerine etkisinin değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38: 107-114
  • Etkin, E., Dönmez, G. & Özel, S. (2006). Matematik kaygısı ölçeği'nin psikometrik özellikleri. Eğitim ve Bilim, 31 (140), 26-33.
  • George, R. (2006). A Cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28 (6), 571–589.
  • Greenburg, S. L. & Mallow, J.V. (1982). Treating science anxiety in a university counseling center, The Personel and Guidance Journal, 61 (1), 48-50.
  • Harlen, W. (1999). The teaching of Science in Primary Schools. 2. Edition. London: David Fulton Publishers
  • Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26 (2), 129-147.
  • Karasar, N. (2009). Bilimsel Araştırma Yöntemi. 19. Baskı. Ankara: Nobel Yayın Dağıtım. Laukenmann, M., Bileicher, M., Fu, S., Glaser-Zikuda, M., Mayring, P. & Von Rhöneck, C., (2003). An investigation of the influence of emotional factors on learing in physics instruction. International Journal of Science Education, 25 (4), 489–507.
  • Mallow, J.V. (1981). Science anxiety: Fear of Science and How to Overcome It? New York: Van Nostrand Reinhold Company. Mallow, J.V. & Greenburg, S.L. (1983). Science anxiety and science leaming. The Physics Teacher, 95– 99.
  • Mallow, J.V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology, 3 (4), 227-238.
  • Mallow J.V., Kastrup H., Bryant, F.B., Hislop, N., Shefner, R. & Udo, M. (2010). Science anxiety, science attitudes, and gender: interviews from a binational study. Journal of Science Educational Technology, 19, 356-369.
  • Marso, R.N. & Pigge, F.L. (1998). A longitudinal study of relationships between attitudes toward teaching, anxiety about teaching, self-perceived effectiveness, and attrition from teaching. Paper presented at the Annual Meeting of theAssociation of Teacher Educators, Dallas, TX.
  • MEB (2005). İlköğretim 6 ve 8. Sınıf Fen ve Teknoloji Dersi Öğretim Programları. Ankara.
  • Menis, J. (1989). Attitudes towards school, chemistry students and science among upper secondary chemistry students in the United States. Research in Science & Technological Education, 7: 183–90.
  • Özdamar, K. (1999). Paket Programlar İle İstatistiksel Veri Analizi I. 2. Baskı, Eskişehir: Kaa Pallant, J. (2001). SPSS Survival Manuel. Open University Pres, Buckingham and Philadelphia, USA.
  • Spielberg, C. D. (1971). Theory and research on anxiety. Anxiety and behavior (third ed.) Edit. C. D. Spielberg. New York: Academic Press Inc. Şahin, F.Y. (2000). Matematik kaygısı. Eğitim Araştırmaları Dergisi, 1 (2), 75-79.
  • Tavşancıl, E. (2005) Tutumların Ölçülmesi ve SPSS ile Veri Analizi, Ankara: Nobel Yayın Dağıtım Udo, M.K., Ramsey, G.P., Reynolds-Alpert, S. & Mallow , J.V. (2001). Does physics teaching affect gender- based science anxiety? Journal of Science Education and Technology, 10 (3), 237-247.
  • Udo, M.K., Ramsey, G.P. & Mallow, J.V. (2004). Science Anxiety and Gender in Students Taking General Education Science Courses. Journal of Science Education and Technology, 13 (4), 435-446.
  • Yaman, H. (2010). Writing anxiety of Turkish students: Scale development and the working procedures in terms of various variables. International Online Journal of Educational Sciences, 2 (1), 267-289.
  • Yaşar, Ş. & Anagün, S.S. (2009). Reliability and validity studies of the science and technology course scientific attitude scale. Journal of Turkısh Science Education, 6 (2), 43- 54.
  • Yücel, A.S. (2008). Development of an anxıety scale for chemıstry preparatıon of an anxıety tree. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35: 406-415.
  • Yürük, N. (2011). The predıctors of preservıce elementary teachers’ anxıety about teachıng scıence. Journal of Baltic Science Education, 10 (1), 17-26.
There are 38 citations in total.

Details

Other ID JA44TK57VY
Journal Section Articles
Authors

Şafak ULUÇINAR Sağır This is me

Publication Date December 1, 2014
Published in Issue Year 2014 Issue: 37

Cite

APA Sağır, Ş. U. (2014). İlköğretim Öğrencilerine Yönelik Fen Kaygı Ölçeği. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(37), 1-20.