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Epistemik İnanç Ölçeği: Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması

Year 2016, Volume: 17 Issue: 3, 767 - 783, 01.08.2016

Abstract

Bu araştırmanın amacı, Schraw, Bendixen, ve Dunkle 2002 , tarafından geliştirilen epistemik inanç ölçeğinin Türkçeye uyarlama, güvenirlik ve geçerlik çalışmasını yapmaktır. Genel tarama modellerinden kesitsel tarama modeline göre tasarlanan araştırmanın çalışma grubunu 2015-2016 öğretim yılı güz döneminde Uşak ve Dumlupınar Üniversitelerinin Eğitim Fakültelerinde öğrenim gören toplam 530 öğretmen adayı oluşturmuştur. Ölçeğin yapı geçerliliğinin tespit edilmesi için önce açımlayıcı sonra da doğrulayıcı faktör analizi yapılmıştır. Orijinal halinde "uzman otoritesi", "kesin bilgi", "hızlı öğrenme", "basit bilgi" ve "doğuştan yetenek" boyutlarından ve 28 maddeden oluşan ölçeğin, yapılan açımlayıcı faktör analizi sonucunda "bilgiye erişim ve edinme süreci", "kesin bilgi", "doğuştan yetenek" ve "basit bilgi" şeklinde 4 boyuttan ve 15 maddeden oluştuğu tespit edilmiştir. Bu haliyle ölçeğin, toplam varyansın % 52,22 sini açıkladığı ve epistemolojik inançların çok boyutlu yapısını ortaya koyduğu tespit edilmiştir. Ölçeğin güvenirliği için Cronbach’s alpha değeri hesaplanarak ,78 bulunmuştur. Ölçeğin Türkçe sürümünün kültürel uyum düzeyini belirlemek için yapılan doğrulayıcı faktör analizi sonucunda ise ölçeğin uyumlu olduğu görülmüştür. Son haliyle, ölçeğin geçerli ve güvenilir olduğu sonucuna ulaşılmıştır.

References

  • Arbuckle, J. L. (1995–2008). Amos 17.0 User’s Guide. Crawfordville, FL: Amos Development Corporation.
  • Bath, D.M. & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31, 173– 189.
  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey Bass.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R. & Tarule, J. M. (1986). Womens' ways of knowing: The development of self, voice and mind. USA: Basic Books.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. (2. Edition). New York/London: The Guilford Press.
  • Brownlee, J., Purdie, N. and Boulton-Lewis, G. (2001) Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education 6(2). 247-268.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. 17. Baskı. Ankara: Pegema Yayıncılık.
  • Chan, N. M., Ho, I. T., & Ku, K. Y. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21(1), 67-77. http://dx.doi.org/10.1016/j.lindif.2010.11.001
  • Çam, A., Topçu, M. S., Sülün, Y., Güven, G. & Arabacıoğlu, S. (2012). Translation and validation of the Epistemic Belief Inventory with Turkish pre-service teachers. Educational http://dx.doi.org/10.1080/13803611.2012.689726 and Evaluation, 18(5), 441-458.
  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi. 17(3). s. 196 - 205.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Çok değişkenli istatistik SPSS ve LISREL uygulamaları. (Birinci baskı). Ankara: Pegem Akademi Yayınları.
  • De Vaus, D. (2002). Surveys in social research. (5 edition). Australia: Routledge.
  • Deryakulu, D. (2014). Epistemolojik İnançlar. (Edt. Kuzgun Y. ve Deryakulu, D.). Eğitimde Bireysel Farklılıklar içinde (s. 261-289). Üçüncü Basım. Ankara: Nobel Yayınevi.
  • Field, A. (2009). Discovering Statistics Using SPSS. (3 Edition). London: Sage Publications.
  • Hardre, P. L., Crowson, H. M., Ly, C. & Xie, K. (2007). Testing differential effects of computer-based, web-based, and paper-based administration of questionnaire research instruments. British Journal of Educational Technology, 38(1), 5-22.
  • Hofer, B. & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), (pp. 88-144).
  • Hofer, B. (1994). Epistemological beliefs and first year college students: Motivation and cognition in different instructional contexts. Paper presented at the Annual Meeting of the American Psychological Association, 102nd. Los Angeles.
  • Hofer, B. (2001). Personal epistemology research: Implications for teaching and learning. Journal of Educational Psychology Review, 13 (4), 353–383.
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. (3. Edition). New York/London: The Guilford Press.
  • Kuhn, D., Cheney, R. & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development. 15, 309-328.
  • Licht, M. H. (1995). Multiple regression and correlation (in Laurence . G. Grimm ve Paul, R. Yarnold) Reading and understanding multivariate statistics. Washington, D.C.: American Psychological Association.
  • Nietfeld, J. L., & Enders, C. K. (2003). An examination of student teacher beliefs: Interrelationships between hope, self-efficacy, goal-orientations, and beliefs about learning. Current Issues in Education, 6(5).
  • Nussbaum, E. & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary http://dx.doi.org/10.1016/S0361-476X (02)00062-0 Psychology, 28(4), (pp. 573-595).
  • Paechter, M. R., Rebmann, K., Schloemer, T., Mokwinski, B., Hanekamp, Y., & Arendasy, M. (2013). Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German questionnaire based on the Epistemic Belief Inventory (EBI). Current Issues in Education, 16(1).
  • Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. (Eds. Hofer, B & Pintrich, P, R.). Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing in (pp. 389-414). New Jersey: Lawrence Erlbaum.
  • Ravindran, B., Greene, B. A., & Debacker, T. K. (2005). Predicting preservice teachers' cognitive engagement with goals and epistemological beliefs. The Journal of Educational Research, 98(4), 222-233. http://dx.doi.org/10.3200/JOER.98.4.222- 233
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. A. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 4, 293-319.
  • Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. (Eds. Hofer, B & Pintrich, P, R.). Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing in (pp. 103-119). New Jersey: Lawrence Erlbaum.
  • Schraw, G. (2013). Conceptual integration and measurement of epistemological and ontological Education, http://dx.doi.org/10.1155/2013/327680 in educational research. ISRN
  • Schraw, G., Bendixen, L. D. & Dunkle, M. E. (2002). Development and validation of the epistemic belief Inventory (EBI). (Eds. Hofer, B & Pintrich, P, R.). Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing in (pp. 261-277). New Jersey: Lawrence Erlbaum.
  • Schraw, G., Dunkle, M. E. & Bendixen, L. D. (1995). Cognitive processes in well‐defined and ill‐defined problem solving. Applied Cognitive Psychology,9(6), 523-538.
  • Schumacker, R. E. & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York/London: Taylor and Francis Group.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve lisrel uygulamaları. Ankara: Ekinoks Yayıncılık.
  • Tabachnick, B. G. & Linda, S. F. (2012). Using multivariate statistics. (6 Edition). New York: Pearson.
  • Teo, T. (2013). Examining the psychometric properties of the Epistemic Belief Inventory (EBI). Journal 10.1177/0734282912449436 Psychoeducational
  • Assessment, 31(1), 72-79. DOI
  • Velipaşaoğlu, S. ve Musal, B. (2013). Bilgi bilimsel inançlar ölçeğinin Türkçe uyarlamasının geçerlilik, güvenilirliği ve tıp fakültesi öğrencilerinin bilgiye ilişkin inançları. Turkiye Klinikleri Journal of Medical Sciences, 33(2), 505-515.
  • Waltz, C. F., Strickland, O. L. & Lenz, E. R. (2010). Measurement in nursing and health research. (4. Edition). New York: Springer Publishing Company.
  • Wang, X., Zhang, Z., Zhang, X. & Hou, D. (2013). Validation of the Chinese Version of the Analysis.International Education Studies, 6(8), 98. Beliefs Inventory Using Confirmatory Factor

Epistemic Belief Inventory: Its Adaptation Into Turkish and The Testing of its Validity and Reliability

Year 2016, Volume: 17 Issue: 3, 767 - 783, 01.08.2016

Abstract

This study aims to adapt the Epistemic Belief Inventory developed by Schraw, Bendixen, and Dunkle 2002 and then to test its validity and reliability. Designed as a crosssectional survey, the current study employs 530 undergraduate students attending the education faculties of Usak and Dumlupınar universities in 2015-2016 academic year. In order to test the inventory’s structural validity, an exploratory factor analysis was carried out. The original structure of the scale consisted of 28 items and four dimensions which are called as "expert authority", "certain knowledge", "rapid learning", "simple knowledge", and "innate ability". After the application of exploratory factor analysis, the structure of the scale has came out as 15 items in four dimensions, which follow as "the access to knowledge and obtaining it", "certain knowledge", "innate ability", and "simple knowledge". It was found out that the adapted version of the Inventory explains 52,22% of the total variance. It also suits to investigate the multi-dimensional complexity of epistemological beliefs. In order to test the inventory’s reliability, its Cronbach’s Alpha score was calculted and found as ,78. The confirmatory factor analysis revealed that the inventory could be used in the Turkish context. As a result, the findings indicate that the final version of the inventory is a valid and reliable tool to measure peoples’ epistemological beliefs

References

  • Arbuckle, J. L. (1995–2008). Amos 17.0 User’s Guide. Crawfordville, FL: Amos Development Corporation.
  • Bath, D.M. & Smith, C. D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31, 173– 189.
  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey Bass.
  • Belenky, M. F., Clinchy, B. M., Goldberger, N. R. & Tarule, J. M. (1986). Womens' ways of knowing: The development of self, voice and mind. USA: Basic Books.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. (2. Edition). New York/London: The Guilford Press.
  • Brownlee, J., Purdie, N. and Boulton-Lewis, G. (2001) Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education 6(2). 247-268.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. 17. Baskı. Ankara: Pegema Yayıncılık.
  • Chan, N. M., Ho, I. T., & Ku, K. Y. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21(1), 67-77. http://dx.doi.org/10.1016/j.lindif.2010.11.001
  • Çam, A., Topçu, M. S., Sülün, Y., Güven, G. & Arabacıoğlu, S. (2012). Translation and validation of the Epistemic Belief Inventory with Turkish pre-service teachers. Educational http://dx.doi.org/10.1080/13803611.2012.689726 and Evaluation, 18(5), 441-458.
  • Çapık, C. (2014). Geçerlik ve güvenirlik çalışmalarında doğrulayıcı faktör analizinin kullanımı. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi. 17(3). s. 196 - 205.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Çok değişkenli istatistik SPSS ve LISREL uygulamaları. (Birinci baskı). Ankara: Pegem Akademi Yayınları.
  • De Vaus, D. (2002). Surveys in social research. (5 edition). Australia: Routledge.
  • Deryakulu, D. (2014). Epistemolojik İnançlar. (Edt. Kuzgun Y. ve Deryakulu, D.). Eğitimde Bireysel Farklılıklar içinde (s. 261-289). Üçüncü Basım. Ankara: Nobel Yayınevi.
  • Field, A. (2009). Discovering Statistics Using SPSS. (3 Edition). London: Sage Publications.
  • Hardre, P. L., Crowson, H. M., Ly, C. & Xie, K. (2007). Testing differential effects of computer-based, web-based, and paper-based administration of questionnaire research instruments. British Journal of Educational Technology, 38(1), 5-22.
  • Hofer, B. & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), (pp. 88-144).
  • Hofer, B. (1994). Epistemological beliefs and first year college students: Motivation and cognition in different instructional contexts. Paper presented at the Annual Meeting of the American Psychological Association, 102nd. Los Angeles.
  • Hofer, B. (2001). Personal epistemology research: Implications for teaching and learning. Journal of Educational Psychology Review, 13 (4), 353–383.
  • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. (3. Edition). New York/London: The Guilford Press.
  • Kuhn, D., Cheney, R. & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development. 15, 309-328.
  • Licht, M. H. (1995). Multiple regression and correlation (in Laurence . G. Grimm ve Paul, R. Yarnold) Reading and understanding multivariate statistics. Washington, D.C.: American Psychological Association.
  • Nietfeld, J. L., & Enders, C. K. (2003). An examination of student teacher beliefs: Interrelationships between hope, self-efficacy, goal-orientations, and beliefs about learning. Current Issues in Education, 6(5).
  • Nussbaum, E. & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary http://dx.doi.org/10.1016/S0361-476X (02)00062-0 Psychology, 28(4), (pp. 573-595).
  • Paechter, M. R., Rebmann, K., Schloemer, T., Mokwinski, B., Hanekamp, Y., & Arendasy, M. (2013). Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German questionnaire based on the Epistemic Belief Inventory (EBI). Current Issues in Education, 16(1).
  • Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. (Eds. Hofer, B & Pintrich, P, R.). Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing in (pp. 389-414). New Jersey: Lawrence Erlbaum.
  • Ravindran, B., Greene, B. A., & Debacker, T. K. (2005). Predicting preservice teachers' cognitive engagement with goals and epistemological beliefs. The Journal of Educational Research, 98(4), 222-233. http://dx.doi.org/10.3200/JOER.98.4.222- 233
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
  • Schommer, M. A. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6, 4, 293-319.
  • Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. (Eds. Hofer, B & Pintrich, P, R.). Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing in (pp. 103-119). New Jersey: Lawrence Erlbaum.
  • Schraw, G. (2013). Conceptual integration and measurement of epistemological and ontological Education, http://dx.doi.org/10.1155/2013/327680 in educational research. ISRN
  • Schraw, G., Bendixen, L. D. & Dunkle, M. E. (2002). Development and validation of the epistemic belief Inventory (EBI). (Eds. Hofer, B & Pintrich, P, R.). Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing in (pp. 261-277). New Jersey: Lawrence Erlbaum.
  • Schraw, G., Dunkle, M. E. & Bendixen, L. D. (1995). Cognitive processes in well‐defined and ill‐defined problem solving. Applied Cognitive Psychology,9(6), 523-538.
  • Schumacker, R. E. & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York/London: Taylor and Francis Group.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve lisrel uygulamaları. Ankara: Ekinoks Yayıncılık.
  • Tabachnick, B. G. & Linda, S. F. (2012). Using multivariate statistics. (6 Edition). New York: Pearson.
  • Teo, T. (2013). Examining the psychometric properties of the Epistemic Belief Inventory (EBI). Journal 10.1177/0734282912449436 Psychoeducational
  • Assessment, 31(1), 72-79. DOI
  • Velipaşaoğlu, S. ve Musal, B. (2013). Bilgi bilimsel inançlar ölçeğinin Türkçe uyarlamasının geçerlilik, güvenilirliği ve tıp fakültesi öğrencilerinin bilgiye ilişkin inançları. Turkiye Klinikleri Journal of Medical Sciences, 33(2), 505-515.
  • Waltz, C. F., Strickland, O. L. & Lenz, E. R. (2010). Measurement in nursing and health research. (4. Edition). New York: Springer Publishing Company.
  • Wang, X., Zhang, Z., Zhang, X. & Hou, D. (2013). Validation of the Chinese Version of the Analysis.International Education Studies, 6(8), 98. Beliefs Inventory Using Confirmatory Factor
There are 42 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Erkan Dinç This is me

Yusuf İnel This is me

Servet Üztemur This is me

Publication Date August 1, 2016
Published in Issue Year 2016 Volume: 17 Issue: 3

Cite

APA Dinç, E., İnel, Y., & Üztemur, S. (2016). Epistemik İnanç Ölçeği: Türkçeye Uyarlama, Geçerlik ve Güvenirlik Çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 767-783.

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