A Scale Development Study to Determine Disciplined Mind Features of 4th Grade Students

Year 2020, Volume: 7 Issue: 2, 132 - 143, 30.12.2020

İjlal Ocak , Kerem İçel

https://doi.org/10.33200/ijcer.788947

Abstract

The aim of this study is to develop a Disciplined Mind Scale (DMS) in order to determine the disciplined mind features of 4th grade students. Considering that students around the age of 11 can have some scientific thinking skills, it is thought that the disciplined mind features of 4th grade students should be determined. The sample of this research, in which the survey method was used, consists of 400 students studying in Afyonkarahisar-Turkey, in the 2018-2019 academic year. 23 items were removed from the item pool consisting of 50 items and a final form of 27 items, 7 negative and 20 positive, was obtained. KMO (Kaiser-Meyer Olkin) value was calculated as .862 and Cronbach alpha value as .826. As a result of the factor analysis, it was seen that the factor loading values of the items were between .426 and .786. It was determined that the scale consists of 5 factors (thinking like a scientist, making interdisciplinary connections, motivation to live with discipline, deep learning, connection with daily life). As a result of validity and reliability analyzes, it was seen that it can be accepted as a valid and reliable measurement tool consisting of 5 sub-dimensions that measures disciplined mind traits of 4th grade students.

Keywords

five minds, disciplined mind, disciplined mind scale

References

• Abruscato, J. (2000). Teaching Children Science: A discovery approach. Usa: Allyn and Bacon.
• Biggs, J., & Kirby, J. (1983). Approaches to Learning in Universities and CAEs. 26(2), 3-9.
• Bowen, M.T. (2013). An examination of ınstitutional advancement vice presidents’ reports at four-year public and private historically Black Colleges and Universities regarding their use of the five minds to promote stewardship, 96 (Unpublished doctoral dissertation). University of Hartford.
• Bruner, J. S. (1999). Process of education (25th edition). Cambridge: Harvard University Press.
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara: Pegem.
• Büyüköztürk, Ş., Kılıç Çakmak, E. Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2015). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem.
• Bybee, R. W. (2006). Scientific Inquiry and Science Teaching. L. B. Flick, & N. G. Lederman içinde, Scientific Inquiry and Nature of Science (s. 1-14). Netherlands: Springer.
• Bybee, R. W., Powell, J. C., & Trowbridge, L. W. (2008). Teaching Secondary School Science. New Jersey: Pearson.
• Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (5. basım) [Quantitative data analysis in the scientific research process with SPSS (5th edition)]. Ankara: Pegem Akademi.
• Can Aran, Ö. (2014). Disiplinli zihin özellikleri açısından fen ve teknoloji eğitimi ve öğrenci düzeylerinin incelenmesi [An investigation of students' disciplined mind characteristics, and science and technology education]. (Unpublished doctoral dissertation). Hacettepe Üniversitesi, Ankara.
• Chang, A. S. C., & Lee, N. H. (2008). Developing global citizens through Gardner's" Five minds for the future".Asia-Pacific Education Research Association Conference 2008, Singapore.
• Chiappetta, E. L., & Koballa, T. R. (2006). Science Instruction in the Middler and Secondary Schools. Pearson.
• Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. London: Routhledge.
• Coştu, B., Ünal, S., Ayas, A., ve Alipaşa, A. Y. A. S. (2007). Günlük yaşamdaki olayların Fen Bilimleri öğretiminde kullanılması [Using the events in daily life in Science teaching]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 197-207.
• Cureton, E. E.& D’Agostino, R.B. (1983). Factor analysis an applied approach. Broadway: Lawrence Erlbaum Associates, Inc. Publishers.
• Davis K. & Gardner H. (2012). Five minds our children deserve: Why they're needed, how to nurture them. Journal of Educational Controversy, 6(1), 1-9.
• Dewey, J. (2010). Okul ve toplum [The school and society]. (H. A. Başman, Çev.) Ankara: Pegem.
• Doruk, B. K., ve Umay, A. (2010). Matematiği günlük yaşama transfer etmede matematiksel modellemenin etkisi [The effect of mathematical modeling on transferring mathematics to daily life]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41(41), 124-135.
• Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları [University students' learning approaches]. Eğitim ve Bilim, 34(151), 74-86.
• Entwistle, N. (2009). Teaching for Understanding at University. Newyork: Palgrave Macmillan.
• Erik-Soussi, C. (2008). Leading in the Liberal Arts and Post- Secondaty Institutions: How Five Cognitive Minds Aid The Good Work Of College Presidents. University of Hartford.
• Essig L. (2012). Frameworks for educating the artist of the future: Teaching habits of mind for arts entrepreneurship. Artivate, 1(2), 65-77.
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage publications.
• Gardner, H. (2006). Five minds for the future. Boston: Harvard Business School Press.
• Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.
• Jarrard, R. (2001). Scientific Methods. An online book. University of Utah, Salt Lake City.
• Kelecioğlu, H. (1992). Güdülenme [Motivation]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 7, 175-181.
• Keys, C. W. & Bryan, L. A. (2001). Co-constructing ınquiry-based science with teachers: Essential research for lasting reform. Journal Of Research In Science Teaching , 38(6), 631-645.
• Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook 2: Affective domain. Longman.
• Miller, D. L. (2011). An Analysis for Habits of Minds in Blogs about Young Adult Books. Arizona State University.
• Milli Eğitim Bakanlığı [Ministry of Education] (2017). Fen Bilimleri öğretim programı [Science curriculum]. Retrieved from http://mufredat.meb.gov.tr/ ProgramDetay. aspx?PID=325
• Nofsinger, C. & Young, A. (2010). Review of 5 Minds for the Future by Howard Gardner. Education Review, 13.
• Ortaş, İ. (2004). Öğretim üyesi ya da bilim insanı kimdir [Who is a lecturer or scientist]. Pivolka, 3(12), 11-16.
• Özdemir, E. (2015). Tarama yöntemi [Survey method]. M. Metin (Ed.), Eğitimde bilimsel araştırma yöntemleri (pp. 77-97) [Scientific research methods in education (pp. 77-97)]. Ankara: Pegema.
• Pava M. L. (2008). Loving the distance between them:’Thinking beyond howard gardner’s “five minds for the future”. Journal of Business Ethics, 83(2), 285-296.
• Perkins, D.N. (1994). The Intelligen eye. Sanat Monica, CA: The Getty center for education in the arts.
• Salkind, N. J. & Green, S. B. (2005). Using SPSS for windows and macintosh: Analyzing and understanding data (fourth edition). Pearson Prentice Hall.
• Sawyer, R. K. (2008). Howard Gardner's Recommendations for the Future. The American Journal of Psychology, 121(4), 671-675.
• Seçer İ. (2015). SPSS ve LISREL ile pratik veri analizi, analiz ve raporlaştırma [Practical data analysis, analysis and reporting with SPSS and LISREL]. Ankara: Anı.
• Schneider, N. (2014). Five minds for adult education: Howard Gardner kritisch gewürdigt. DIE Zeitschrift für Erwachsenenbildung, (1), 30-32.
• Stork, D., Woodilla, J., Brown, S. M., Ogilvie, J., Rutter, R., & Trefry, M. (2010). Starting with Howard Gardner's five minds, adding Elliott Jaques's responsibility time span: Implications for undergraduate management education. Organization Management Journal, 7(1), 28-38.
• Şahbaz, N. K., ve Çekici, Y. E. (2012). Disiplinler arası bir disiplin olarak Türkçe eğitimi [Turkish education as an interdisciplinary discipline]. Electronic Turkish Studies, 7(3), 2367-2382.
• Tekindal, S. (2015). Duyuşsal özelliklerin ölçülmesi için araç oluşturma (3. Baskı) [ Creating a tool for measuring affective characteristics (3rd Edition)]. Ankara: Pegem Akademi.
• Williams, W. M., Papierno, P. B., Makel, M. C., & Ceci, S. J. (2004). Thinking like a scientist about real-world problems: The Cornell Institute for Research on Children Science Education Program. Journal of Applied Developmental Psychology, 25(1), 107-126.
• Yılmaz, Ü. (2012). İlköğretim Fen ve Teknoloji dersi ders, çalışma ve kılavuz kitaplarının beş zihin modeli açısından değerlendirilmesi [Evaluation of elementary science and technology lesson, study and guide books in terms of five mind models]. (Unpublished master's thesis). Akdeniz University, Antalya.