Öz
Kaynakça
- Akman, B. (2010). Erken Çocukluk dönemde bilim ve teknoloji. Doctoral Seminar Lecture Notes, Ankara. Akman, B., Üstün, E. & Güler, T. (2003). 6 yaş çocuklarının bilim süreçlerini kullanma yetenekleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 11-14. Aktaş-Arnas, Y. (2002). Okul öncesi dönemde fen eğitimi. Yaşadıkça Eğitim, 76, 4-6. Aydın, S., Yerdelen, S., Yalmancı, G. & Göksu, V. (2014). Biyoloji öğrenmeye yönelik akademik motivasyon ölçeği: Ölçek geliştirme çalışması. Eğitim ve Bilim, 39(176), 425-435. Barton, D. (2010). Early years science is so much more than just “knowledge and understanding of the world”. Primary Science, 111, 5-7. Bornstein, M. H. & Lamb, M. E. (2005). Developmental science: An advanced textbook (5th Edition). New Jersey: Lawrence Erlbaum Associates Inc. Publishers. Brooks, C. E. (2012). Visual aids and manipulatives: transforming student learning and retention of science concepts in a preschool classroom. Unpublished Master Thesis, Hofstra University, NY. Çetin-Dindar, A. & Geban, Ö. (2015). Fen bilimleri motivasyon ölçeğinin Türkçe’ye ve kimya’ya uyarlanması: Geçerlilik çalışması. Pegem Eğitim ve Öğretim Dergisi, 5(1), 15-34. Dede, Y. & Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 2(1), 19-37. Dubosarsky, M. D. (2011). Science in the eyes of preschool children: Findings from an innovative research tool. Unpublished Doctorate Thesis, University of Minnesota, Minneapolis, MN. Duschl, R. A., Schweingruber, H. A. & Shouse, A. W. (2006). Talking science to school: Learning and teaching science in grades K-8. Washington, D.C.: The National Academies Press. Duyan, V. & Gelbal, S. (2008). Barnett çocuk sevme ölçeği’ni Türkçe’ye uyarlama çalışması. Eğitim ve Bilim, 33(148), 40-48. Erden, F. T. & Sönmez, S. (2011). Study of Turkish preschool teachers’ attitudes toward science teaching. International Journal of Science Education, 33(8), 1149-1168. Erdoğan, D., Çakır, M., Gürel, C. & Şeker, H. (2015). Daimi bilim öğrenme motivasyonu ölçeği’nin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 125-136. Eshach, H. & Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education and Technology, 14(3), 315-336. Farenga, S. J., Joyce B. A. & Ness D. (2001) The science and mathematics of nature. Science Scope, 25(2), 10-13. French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149. Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis. Englewood Cliffs, NJ: Prentice Hall. Holt, B. G. (1977). Science with young children. Washington, DC: National Academy Press. Howe, A. C. & Jones, L. (1998). Engaging children in science. New Jersey: Prentice Hall, Inc. Hu, L, T. & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1‐55. NRC (National Research Council). (1996). National Science Education Standards. Washington, DC: National Academy Press. NRC (National Research Council). (2000). Inquiry and the National Science Education Standards. Washington, DC : National Academy Pres. Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press. Özçelik, D.A. (2010). Test hazırlama kılavuzu (4. baskı). Ankara: Pegem Akademi. Pianta, R. (2012). Handbook of early childhood education. New York: The Guilford Press. Platz, D. L. (2004). Challenging young children through simple sorting and classifying: A developmental approach. Education, 125(1), 88-96. Samarapungavan, A., Mantzicopoulos, P. & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868-908. Samarapungavan, A., Patrick, H. & Mantzicopoulos, P. (2011). What kindergarten students learn in inquiry-based science classrooms. Cognition and Instruction, 29(4), 416-470. Saracho, O. N. & Spodek, B. (2007). Contemporary perspectives on science and technology in early childhood education. USA: Age Publishing Inc. Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. New Jersey: Pearson Education, Inc. West, S. G., Taylor, A. B. & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Eds.), Handbook of Structural Equation Modeling (pp. 209-231). New York: Guilford Press.
A Study to Adapt “Puppet Interview Scales of Competence in and Enjoyment of Science” to Turkish Culture
Öz
Children interact with science from the moment of their birth. By means of the scientific experiences they have as a result of this interaction, children acquire numerous skills related to science at the early ages. These scientific skills and children's orientation towards science such as awareness, attitude, proficiency, inquisitiveness, as well as interest and ability in researching, exploring, problem solving are especially enhanced by effective science education in early childhood. A valid and reliable assessment tool is needed to determine whether children's scientific attitude and orientation are at desirable levels. The aim of this study, which was developed in line with this need, is to examine validity and reliability of Puppet Interview Scales of Competence in and Enjoyment of Science (in original version; Samarapungavan, Mantzicopoulos& Patrick, 2008) in the context of Turkish culture. Data was gathered from 1158 children in 15 provinces in various regions of Turkey. KR-20 was computed to be .96 for the first subscale, .90 for the second subscale, .80 for the third subscale and .87 for the forth subscale. As a result of exploratory factor analysis for validity, the scale was gathered with 41 items and in four sub-dimensions in total. The total variability of all the factors was computed to be 49.35%. The confirmatory factor analysis conducted on another sample revealed that error is within an acceptable range (.63) and adaptation statistics is above .80. The CFI and NFI values -the indicators of the goodness-of-fit index- are above .90. Additionally, IFI value is .98 and the SRMR value is lower than .08. These indicate high model-data conformity. As a result of this study, Puppet Interview Scales of Competence in and Enjoyment of Science were found to be a reliable and valid scale for the Turkish society.
Anahtar Kelimeler
Early childhood period Teaching science Trust and Orientation of Science Scale
Kaynakça
- Akman, B. (2010). Erken Çocukluk dönemde bilim ve teknoloji. Doctoral Seminar Lecture Notes, Ankara. Akman, B., Üstün, E. & Güler, T. (2003). 6 yaş çocuklarının bilim süreçlerini kullanma yetenekleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 11-14. Aktaş-Arnas, Y. (2002). Okul öncesi dönemde fen eğitimi. Yaşadıkça Eğitim, 76, 4-6. Aydın, S., Yerdelen, S., Yalmancı, G. & Göksu, V. (2014). Biyoloji öğrenmeye yönelik akademik motivasyon ölçeği: Ölçek geliştirme çalışması. Eğitim ve Bilim, 39(176), 425-435. Barton, D. (2010). Early years science is so much more than just “knowledge and understanding of the world”. Primary Science, 111, 5-7. Bornstein, M. H. & Lamb, M. E. (2005). Developmental science: An advanced textbook (5th Edition). New Jersey: Lawrence Erlbaum Associates Inc. Publishers. Brooks, C. E. (2012). Visual aids and manipulatives: transforming student learning and retention of science concepts in a preschool classroom. Unpublished Master Thesis, Hofstra University, NY. Çetin-Dindar, A. & Geban, Ö. (2015). Fen bilimleri motivasyon ölçeğinin Türkçe’ye ve kimya’ya uyarlanması: Geçerlilik çalışması. Pegem Eğitim ve Öğretim Dergisi, 5(1), 15-34. Dede, Y. & Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 2(1), 19-37. Dubosarsky, M. D. (2011). Science in the eyes of preschool children: Findings from an innovative research tool. Unpublished Doctorate Thesis, University of Minnesota, Minneapolis, MN. Duschl, R. A., Schweingruber, H. A. & Shouse, A. W. (2006). Talking science to school: Learning and teaching science in grades K-8. Washington, D.C.: The National Academies Press. Duyan, V. & Gelbal, S. (2008). Barnett çocuk sevme ölçeği’ni Türkçe’ye uyarlama çalışması. Eğitim ve Bilim, 33(148), 40-48. Erden, F. T. & Sönmez, S. (2011). Study of Turkish preschool teachers’ attitudes toward science teaching. International Journal of Science Education, 33(8), 1149-1168. Erdoğan, D., Çakır, M., Gürel, C. & Şeker, H. (2015). Daimi bilim öğrenme motivasyonu ölçeği’nin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 125-136. Eshach, H. & Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education and Technology, 14(3), 315-336. Farenga, S. J., Joyce B. A. & Ness D. (2001) The science and mathematics of nature. Science Scope, 25(2), 10-13. French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149. Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis. Englewood Cliffs, NJ: Prentice Hall. Holt, B. G. (1977). Science with young children. Washington, DC: National Academy Press. Howe, A. C. & Jones, L. (1998). Engaging children in science. New Jersey: Prentice Hall, Inc. Hu, L, T. & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1‐55. NRC (National Research Council). (1996). National Science Education Standards. Washington, DC: National Academy Press. NRC (National Research Council). (2000). Inquiry and the National Science Education Standards. Washington, DC : National Academy Pres. Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press. Özçelik, D.A. (2010). Test hazırlama kılavuzu (4. baskı). Ankara: Pegem Akademi. Pianta, R. (2012). Handbook of early childhood education. New York: The Guilford Press. Platz, D. L. (2004). Challenging young children through simple sorting and classifying: A developmental approach. Education, 125(1), 88-96. Samarapungavan, A., Mantzicopoulos, P. & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868-908. Samarapungavan, A., Patrick, H. & Mantzicopoulos, P. (2011). What kindergarten students learn in inquiry-based science classrooms. Cognition and Instruction, 29(4), 416-470. Saracho, O. N. & Spodek, B. (2007). Contemporary perspectives on science and technology in early childhood education. USA: Age Publishing Inc. Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. New Jersey: Pearson Education, Inc. West, S. G., Taylor, A. B. & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Eds.), Handbook of Structural Equation Modeling (pp. 209-231). New York: Guilford Press.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Özel Eğitim ve Engelli Eğitimi |
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Ekim 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 6 Sayı: 4 |
