Matematik ve Fen Öğretiminde Güven, Bağlılık, İşbirliği ve Öğrenci Düşüncesi İnançları Ölçeğinin Uyarlama Çalışması

Year 2020, Issue: 1, 114 - 125, 01.04.2020

Yasemin Katrancı Sare Şengül

Abstract

Son yıllarda matematik ve fen öğretimi hakkında öğretmen inançlarının incelendiği çalışmalardaki artış bu iki alandaki inançların değerlendirilmesine yönelik bir aracın geliştirilmesini gerekli kılmıştır. Bu bağlamda Hudson, Kloosterman ve Galindo 2012 tarafından öğretmen adaylarının matematik ve fen öğretiminde güven, bağlılık, işbirliği ve öğrenci düşüncelerine yönelik inançlarını ölçmeyi amaçlayan bir ölçek geliştirilmiştir. Ölçek, on ayrı alt faktörden meydana gelmekte olup 60 madde içermektedir. Bu çalışmada da bu ölçeğin uyarlama çalışmasının yapılması hedeflenmiştir. Ölçeğin faktör yapısının belirlenmesi amacıyla doğrulayıcı faktör analizi işlemleri yapılmıştır. Analiz sonucunda X oranı 2.13 olarak hesaplanmış ve modelin mükemmel düzeyde bir uyum sergilediği görülmüştür. Madde analizleri ile madde istatistikleri elde edilmiştir. Test-tekrar test yöntemi ile ölçeğin farklı uygulamalar arası tutarlı sonuçlar verip vermediği sınanmıştır. Yapılan iki uygulama arasında anlamlı bir farklılık elde edilmemiştir. Güvenirlik analizleri için ise Cronbach alfa iç tutarlılık hesaplamaları yapılmıştır. Ölçeğin tümüne ait güvenirlik katsayısı 0.935 olarak elde edilmiştir. Tüm analizler bir bütün olarak değerlendirildiğinde ölçeğin, geçerli ve güvenilir bir araç olduğu görülmüştür

Keywords

Matematik öğretimi, Fen öğretimi, İnanç, Ölçek uyarlama

An Adaptation Study of A Belief Scale of Confidence, Commitment, Collaboration, and Student Thinking in Math and Science Teaching

Abstract

In recent years, the increase in studies of teacher beliefs about math and science teaching has required the development of a tool for evaluating beliefs in these two areas. In this context, Hudson, Kloosterman, and Galindo 2012 developed a scale that was aimed at measuring pre-service teachers’ beliefs that are about confidence, commitment, collaboration, and student thinking in math and science teaching. The scale consists of ten different sub-factors that include 60 items. In this study, it was aimed to adopt this scale. Confirmatory factor analysis was used to determine the factor structure of the scale. As a result of this analysis, the ratio of X was found as 2.13. It was seen that the model shows a perfect fit. The item statistics were obtained by using item analysis. The test-retest method was used to test whether the scale gives consistent results between different applications. There was no significant difference between the two applications. Cronbach alpha internal consistency calculations were used for reliability analysis. The reliability coefficient of the whole scale was obtained as 0.935. When all analyses were evaluated as a whole, the scale was found to be a valid and reliable instrument

Keywords

Math teaching, Science teaching, Belief, Scale adapting

References

• Barcelos, A. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 7-33). Dordrecht: Kluwer Academic Publishers.
• Baydar, C. S., & Bulut, S. (2002). Öğretmenlerin matematiğin doğası ve öğretimi ile ilgili inançlarının matematik eğitimindeki önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 62-66.
• Boz, N. (2008). Turkish pre-service mathematics teachers’ beliefs about mathematics teaching. Australian Journal of Teacher Education, 33(5), 66-80.
• Brown, T. A. (2006). Confirmatory factor analysis for applied research. N. Y.: Guilford Publications, Inc.
• Bursal, M. (2010). Turkish preservice elementary teachers’ selfefficacy beliefs regarding mathematics and science teaching. International Journal of Science and Mathematics Education, 8, 649-666.
• Büyüköztürk, Y. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
• Cady, J. A., & Rearden, K. (2007). Preservice teachers’ beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107(6), 237-245. doi: 10.1111/j.1949- 8594.2007.tb18285.x.
• Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14, 177–192.
• Carter, G., & Norwood K. S. (1997). The relationship between teacher and student beliefs about mathematics. School Science and Mathematics, 97(2), 62-67.
• Comrey, A., & Lee, H. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi.
• Duatepe-Paksu, A. (2008). Öğretmenlerin matematik hakkındaki inançları ve matematik inançlarının branş ve cinsiyet bakımından karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 87-97.
• Ernest, P. (1989). The knowledge, beliefs, and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15, 13-33.
• Erkuş, A. (2003). Psikometri üzerine yazılar. Ankara: Türk Psikologlar Derneği Yayınları No 24.
• Ford, M. I. (1994). Teachers’ beliefs about mathematical problem solving in the elementary school. School Science and Mathematics, 94(6), 314-322.
• Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill International Edition.
• Green, S. B., Salkind, N. J., & Akey, T. M. (1997). Using SPSS for Windows: Analyzing and understanding data. N. J.: Prentice Hall, Inc.
• Hacıömeroğlu, G. (2012). Matematik inanç ölçeğinin Türkçeye uyarlama çalışması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(3), 175-184.
• Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-13.
• Hancock, E. S., & Gallard, A. J. (2004). Preservice science teachers’ beliefs about teaching and learning: The influence of K-12 field experiences. Journal of Science Teacher Education, 15(4), 281- 291. doi: 10.1023/B:JSTE.0000048331.17407.f5.
• Haney, J., Czerniak, C., & Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
• Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modeling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60.
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
• Hudson, R. A., Kloosterman, P., & Galindo, E. (2012). Assessing preservice teachers’ beliefs about the teaching and learning of mathematics and science. School Science and Mathematics, 112(7), 433-442. doi: 10.1111/j.1949-8594.2012.00162.x
• Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
• Kayan, F., & Çakıroğlu, E. (2008). İlköğretim matematik öğretmen adaylarının matematiksel problem çözmeye yönelik inançları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 218–226.
• Khader, F. R. (2012). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73-92.
• Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
• Kline, R. B. (2005). Principles and practice of structural equation modeling. N. Y.: Guilford Publications, Inc.
• Kunt, N. (1997). Anxiety and beliefs about language learning: A study of Turkish-speaking university students learning English in North Cyprus (Unpublished doctoral dissertation), University of Texas, Austin.
• Levitt, K. E. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22. doi: 10.1002/sce.1042
• Martin, D. J. (2003). Constructivism in elementary science education, elementary science methods: A constructivist approach (with infotrac). Kennesaw State College Downloads & Links.
• Pajares, F. (1992). Teachers’ beliefs and educational research: Clearing up a messy construct. Review of Educational Research, 62, 307-332.
• Palmer, D. (2006). Durability of changes in self‐efficacy of preservice primary teachers. International Journal of Science Education, 28(6), 655-671. doi: 10.1080/09500690500404599
• Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). London: Sage Publications.
• Pourhosein-Gilakjani, A. (2012). EFL teachers’ beliefs toward using computer technology in english language teaching. Journal of Studies in Education, 2(2), 62-80.
• Ravid, R. (1994). Practical statistics for educators (4th ed). New York: Rowman & Littlefield Publishers.
• Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576.
• Raymond, A. M., & Santos, V. (1995). Preservice elementary teachers and self-ref1ection: How innovation in mathematics teacher preparation challenges mathematics beliefs. Journal of Teacher Education, 46(1), 58-70.
• Savran-Gençer, A., & Çakıroğlu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675. doi:10.1016/j.tate.2005.09.013
• Skamp, K., & Mueller, A (2001). Student teachers’ conception about effective primary science teaching: A longitudinal study. International Journal of Science Education, 23(4), 331-351.
• Stevens, C., & Wenner, G. (1996). Elementary preservice teachers’ knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96(1), 2-9. doi: 10.1111/ j.1949-8594.1996.tb10204.x
• Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3(6), 49-74.
• Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306–315.
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Allyn & Bacon.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington: American Psychological Association.
• Tillema, H. H. (1998). Stability and change in student teachers’ beliefs about teaching. Teachers and Teaching: Theory and Practice, 4, 217-228.
• Timmerman, M. A. (2004). The influence of three interventions on prospective elementary teachers’ beliefs about the knowledge base needed for teaching mathematics. School Science and Mathematics, 104(5), 369-382.
• Toluk-Uçar, Z., & Demirsoy, N. H. (2010). Eski yeni ikilemi: Matematik öğretmenlerinin matematik inançları ve uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 321-332.
• Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374-379. doi: 10.1111/j.1949- 8594.2000.tb18179.x
• Tsai, C. C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783. doi: 10.1080/09500690110049132
• Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82-87. doi: 10.1111/j.1949-8594.2005.tb18040.x
• Virta, A. (2002). Becoming a history teacher: Observations on the beliefs and growth of student teachers. Teaching and Teacher Education, 18, 687-698.
• Wang, S. (1996). A study of chinese english majors’ beliefs about language learning and their learning strategies. Dissertation Abstracts International, 57(12), 5021A. (UMI No. 9716564).
• Wenner, G. (2001). Science and mathematics efficacy beliefs held by practicing and prospective teachers: A 5-year perspective. Journal of Science Education and Technology, 10(2), 181-187.
• Yaşar, M. (2014). İstatistiğe yönelik tutum ölçeği: Geçerlik ve güvenirlik çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 36(II), 59-75.
• Yıldız-Duban, N., & Gökçakan, N. (2012). Sınıf öğretmeni adaylarının fen öğretimi öz-yeterlik inançları ve fen öğretimine yönelik tutumları. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(1), 267-280.