Fen Bilimleri Öğretmen Adaylarının Fen-Teknoloji-Mühendislik-Matematik (FeTeMM)’e Yönelik Özyeterlik Ölçeği: Türkçe’ye Uyarlama, Geçerlik ve Güvenirlik Çalışması

Year 2019, Volume: 15 Issue: 1, 88 - 107, 25.03.2019

Burcu Gelen , Behiye Akçay , Aydın Tiryaki İbrahim Benek

https://doi.org/10.17244/eku.395204

Cited By: 7

Abstract

Bu
araştırmanın amacı, Friday Institute for Educational Innovation (2012a)
tarafından geliştirilen Fen Bilimleri Öğretmenlerinin FeTeMM’e Yönelik
Özyeterlik ve Tutumları Ölçeği’nin Fen Bilimleri öğretmen adaylarının
özyeterlik düzeyini belirlemeye uygun olacak şekilde Türkçe’ye uyarlanmasıdır.
Araştırmanın çalışma grubunu; çeşitli üniversitelerde Matematik ve Fen
Bilimleri Eğitimi Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı 3. ve 4. sınıf
düzeyinde öğrenim gören 392 Fen Bilimleri öğretmen adayı oluşturmaktadır.
Ölçeğin yapı geçerliliğini incelemek için ölçeğin tümüne açımlayıcı faktör
analizi yapılmıştır. Bu analizin ardından; orijinal ölçeğin ilk iki boyutu olan
Fen Bilimleri öğretiminde özyeterlik inancı ve Fen Bilimleri öğretimi sonucu
beklentileri boyutlarının Fen Bilimleri öğretmen adaylarının özyeterlik
düzeyini belirlediği tespit edilmiştir. Bu nedenle orijinal ölçeğin ilk iki
boyutuna doğrulayıcı faktör analizi yapılmış, güvenirliğini incelemek için iç
tutarlılık katsayısı hesaplanmış ve test-tekrar test yöntemi kullanılmıştır.
Güvenirlik analizi sonucunda ölçeğin iç tutarlılık katsayısı .808 olarak
hesaplanmıştır. Yapılan analizlerden elde edilen veriler sonucunda, 2 boyuttan
ve 12 maddeden oluşan ölçeğin eğitim alanında kullanılabilecek geçerli ve
güvenilir bir ölçme aracı olduğu ortaya çıkmıştır.

Keywords

FeTeMM, Fen eğitimi, Öğretmen adayı, Ölçek uyarlama, Özyeterlik

Pre-Service Science Teachers’ Self-Efficacy toward Science, Technology, Engineering, Mathematics (STEM) Survey: An Adaptation to Turkish, Validity and Reliability Study

Abstract

The aim of this research is to adapt Teacher Efficacy
and Attitudes Toward STEM Survey-Science Teachers Scale developed by the Friday
Institute for Educational Innovation (2012a) to Turkish. This scale was adapted
to Turkish to be determine the self-efficacy level of pre-service Science
teachers. The study group of this research was constituted by 392 pre-service
Science teachers who are studying at the 3rd and 4th grade levels of Department
of Mathematics and Science Education, Science Education Program. In order to
examine the construct validity of the scale, exploratory factor analysis was
performed to whole scale. Following this analysis; it was found that Science
Teaching Efficacy factor and Beliefs and Science Teaching Outcome Expectancy
factor, the first two factors of the original scale, were determined the
self-efficacy levels of pre-service Science teachers. Therefore; confirmatory
factor analysis was performed to the first two factors of the original scale,
the internal consistency coefficient was calculated and the test-retest method
was used to assess the reliability of scale. As a result of the reliability
analysis, the internal consistency coefficient was found as .808. According to
data obtained from analysis, it has been revealed that the scale consisting of
2 factors and 12 items is a valid and reliable instrument which can be used in
the field of education.

Keywords

Pre-service teacher, Scale adaptation, Science education, Self-efficacy, STEM

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