Abstract
The
purpose of the present study was to adapt the instrument for assessing
students’ concepts of the nature of technology scale developed by Pey-Yan Liou
to Turkish language in order to assess its reliability and validity, and to
analyse the gender and school differences. The scale consists of 29 items and
six sub-dimensions named technology as artifacts, technology as an innovative
change, the current role of technology in society, technology as a double-edged
sword, history of technology, and technology as a science-based form. Data in
this study were collected from a total number of 360 students studying at four
different high schools. Validity and reliability studies were carried out. As
part of validity studies expert opinion was collected, linguistic equivalence
and confirmatory factor analysis were used.
As part of reliability studies Cronbach Alpha’s coefficient of internal
consistency was calculated. In accordance with the analyses carried out in this
study, the scale was adapted to Turkish language as a valid and reliable scale.
References
- Celik, S., & Bayrakçeken, S. (2006). The effect of a ‘Science, Technology and Society’course on prospective teachers’ conceptions of the nature of science. Research in Science & Technological Education, 24(2), 255-273. De Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers (Vol. 27). Springer Science & Business Media. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337-1352. Kline, R. B. (2005). Principles and practice of structural equation modeling. Guilford Press. New York, 59. Liou, P. Y. (2015). Developing an instrument for assessing students’ concepts of the nature of technology. Research in Science & Technological Education, 33(2), 162-181. National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academy Press. Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA. Thomson/Brooks/Cole. Technology for All Americans Project, & International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. International Technology Education Association.
Abstract
References
- Celik, S., & Bayrakçeken, S. (2006). The effect of a ‘Science, Technology and Society’course on prospective teachers’ conceptions of the nature of science. Research in Science & Technological Education, 24(2), 255-273. De Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers (Vol. 27). Springer Science & Business Media. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337-1352. Kline, R. B. (2005). Principles and practice of structural equation modeling. Guilford Press. New York, 59. Liou, P. Y. (2015). Developing an instrument for assessing students’ concepts of the nature of technology. Research in Science & Technological Education, 33(2), 162-181. National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academy Press. Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA. Thomson/Brooks/Cole. Technology for All Americans Project, & International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. International Technology Education Association.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | September 1, 2016 |
| Published in Issue | Year 2016 Volume: 4 |
