Adaptation of scale “Working Like Scientists” (WLS) A Turkish-language version: validation and reliability
Abstract
The
aim of this study was to validate an instrument implemented by Höner et al.
(2010) called “Working Like Scientists”, which was designed according to German
culture. The translation of the items from German to Turkish and back to German
again was performed by Turkish and German working groups in an iterative
process, eliminating incomprehensibilities and misfits of specific words. In a
first step, the Turkish and German questionnaires were completed in a week by a
total of 44 Turkish prospective teachers. So in this way, the data of
statistical evidence of equivalence in both languages were collected (r=0. 74;
p=0. 00). To establish the factorial construct for the Turkish instrument, the
data set obtained from 304 Turkish prospective teachers was analysed by the CFA
using a Lisrel 8.8 program. To prove the evidence of discriminant and
convergent validity of the established model of the study, AVE (average
variance extracted) values and the square roots of AVE value were calculated.
In addition, the scale’s prediction status of epistemological beliefs as a
higher construct was examined by the secondary-level CFA. Furthermore, the
evidence for the scale’s reliability was examined by total item correlations
(> .30); internal consistency (Cronbach’s Alpha: between 0.694 and 0.805),
and construct reliability (McDonald´s Omega: between 0.694 and 0.806), and
later the suitable values for both sub-dimensions and the whole scale.
Keywords
scientific epistemological beliefs,prospective teacher,scale adaptation
Supporting Institution
This study was supported by Erzincan University department of coordination of research projects. The research was presented as oral presentation at the third International Instructional Tecnologies and Teacher Education Symposium in Turkey.
References
- Aikenhead, G. S., & Ryan, A. G. (1992). The Development of a New Instrument: “Views on Science- Technology-Society” (VOSTS). Science Education, 76(5), 477–491. http://doi.org/10.1002/sce.3730760503
- Aikenhead, G. S., Ryan, A. G., & Fleming, R. W. (1989). Views on science-technology society. Retrieved from http://www.usask.ca/education/profiles /aikenhead/webpage/vosts.pdf
- Bybee, R. (2000). Teaching science as inquiry. In J. Minstrell & E. van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20–46). Washington: American Association for the Advancement of Science.
- DeBacker, T. K., Crowson, H. M., Beesley, A. D., Thoma, S. J., & Hestevold, N. L. (2008). The Challenge of Measuring Epistemic Beliefs: An Analysis of Three Self-Report Instruments. The Journal of Experimental Education, 76(3), 281–312. http://doi.org/10.3200/JEXE.76.3.281-314
- Deryakulu, D., & Bıkmaz, H. F. (2003). Bilimsel Epistemolojik İnançlar Ölçeğinin Geçerlik ve Güvenirlik Çalışması [The Validity And Reliability Study Of The Scientific Epistemological Beliefs Survey]. Eğitim Bilimleri ve Uygulama Dergisi, 2(4), 243–257.
- Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 13(4), 353–383.
- Hofer, B. K., & Pintrich, P. R. (1997). The develop- ment of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88 – 140.
- Fornell, C., Larcker, D.F., 1981. Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18 (1), 39-50.
- 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), 1-30.
- Höner, K, Strahl, A., Müller, R., Eghtessad, A., Pietzner, V., Looß, M., Klingenberg, K. & E. Gläser (2010). Das Wissenschaftsverständnis von Lehramtsstudierenden [Epistemological Belifs of Teacher Candidates], chim. & ct. did., 103 (36). Jg., 39-66.
