Araştırma Makalesi
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Development of Self-Efficacy for Argumentation Scale

Yıl 2021, Cilt: 14 Sayı: 3, 449 - 475, 15.07.2021
https://doi.org/10.30831/akukeg.891057

Öz

The aim of the study is to develop a “Self-Efficacy Scale for Argumentation” (SEAS). The participants of the study consisted of 879 pre-service teachers. In order to examine construct validity of SEAS, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilised. The initial solution of the EFA results revealed that three-factor structure consisting of 24 items called "Effort", "Confidence" and "Determination" for argumentation was obtained. Since the factor-item correlations were not significant for the "Determination" scale (p>.05), the two-factor structure consisting of the “Effort” and “Confidence” for argumentation was validated by the repeated CFA. The accepted fit indices for the repeated CFA results were X2 / sd = 2.62; p <.001; RMSEA = 0.07; S-RMR = 0.05; NFI = 0.86; CFI = 0.91; GFI = 0.87. The moderate and significant correlation coefficients between the scores of the SEAS with the scale of “Inquiry Learning Skills Perception in Science” (Taşkoyan, 2008) proved the criterion validity of the SEAS. The test-retest reliability of the SEAS was found to be moderate and significant. The internal consistency of SEAS is 0.93. Finally a significant difference between the upper and lower groups means that the item discrimination of the SEAS is high.

Destekleyen Kurum

Scientific Research Projects Unit of Adnan Menderes University

Proje Numarası

EĞF-18002

Teşekkür

The funding of this study is supported by Scientific Research Projects Unit of Adnan Menderes University under Grant # EĞF- 18002. All authors have participated sufficiently in the work to take public responsibility for the content, including participation in the concept, design, analysis, writing, or revision of the manuscript. Furthermore, each author certifies that this manuscript has not been and will not be submitted to or published in any other publication before its appearance in the Journal of Theoretical Science. We have no known conflict of interest to disclose.

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Yıl 2021, Cilt: 14 Sayı: 3, 449 - 475, 15.07.2021
https://doi.org/10.30831/akukeg.891057

Öz

Proje Numarası

EĞF-18002

Kaynakça

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  • Özdem, Y., Ertepınar, H., Çakıroglu, J., & Erduran, S. (2013). The nature of pre-service science teachers’ argumentation in inquiry-oriented laboratory context. International Journal of Science Education, 35(15), 2559-2586. https://doi.org/10.1080/09500693.2011.611835
  • Özlü, G., Keskin, M. Ö., & Gül, A. (2013). Çevre eğitimi öz-yeterlik ölçeği geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 33(2), 393-410.
  • Öztürk, M. (2013). Argümantasyonun kavramsal anlamaya, tartışmacı tutum ve öz- yeterlik inancına etkisi. [Unpublished master’s thesis dissertation]. Pamukkale Üniversitesi.
  • Pajares, F. (1996). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (pp. 1-49). JAI Press.
  • Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28, 655-671. https://doi.org/10.1080/09500690500404599
  • Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children’s perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17(2), 87-97. https://doi.org/10.1027//1015-5759.17.2.87
  • Poulou, M. (2003). Influential factors on teaching efficacy: prospective teachers' beliefs. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 11-13 http://www.leeds.ac.uk/educol/documents/00003151.htm
  • Purzer, S. (2011). The relationship between team discourse, self-efficacy, and individual achievement: A sequential mixed-methods study. Journal of Engineering Education, 100(4), 655- 679. https://doi.org/10.1002/j.2168-9830.2011.tb00031.x Rachmatya, R., & Suprapto, N. (2020). The correlation of scientific argumentation and critical thinking on global warming materials in Sman 19 Surabaya. Inovasi Pendidikan Fisika, 9(2), 192-199.
  • Ramey-Gassert, L., & Shroyer, M. G. (1992). Enhancing science teaching self-efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4(1), 26-34. https://doi.org/10.1007/BF03173752
  • Rieke, R. D., & Sillars, M. O. (1984). Argumentation and the decision making process. Scott, Foresman and Company.
  • Rosidin, U., Kadaritna, N. & Hasnunidah, N. (2019). Can argument-driven inquiry models have impact on critical thinking skills for students with different personality types? Cakrawala Pendidikan, 38(3), 511-526. https://doi.org/10.21831/cp.v38i3.24725
  • Sadler, T. D. (2006). Promoting discourse and argument in science teacher education. Journal of Science Teacher Education, 17(4), 323-346. https://doi.org/10.1007/s10972-006-9025-4
  • Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122-1148. https://doi.org/10.1002/tea.21037
  • Sampson, V., & Clark, D.B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92, 447-472. https://doi.org/10.1002/sce.20276
  • Sandoval, W. A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. Journal of the Learning Sciences, 12(1), 5-51. https://doi.org/10.1207/S15327809JLS1201_2
  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling. Lawrence Erlbaum Associates Inc. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. https://doi.org/10.1080/00461520.1991.9653133
  • Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71-96). Information Age Publishing.
  • Schunk, D. H., & Miller, S. D. (2002). Self-efficacy and adolescents’ motivation. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 29-52). Information Age Publishing.
  • Schwarz, B. B., Neuman, Y., Gil, J., & Ilya, M. (2003). Construction of collective and individual knowledge in argumentative activity. The Journal of the Learning Sciences, 12 (2), 219-256. https://doi.org/10.1207/S15327809JLS1202_3
  • Seçkin Kapucu, M., & Türk, H. (2019). Güncel bilimsel haberlerin Toulmin argüman modeline göre incelenmesi ve öğrencilerin argüman düzeylerinin belirlenmesi. Eğitimde Nitel Araştırmalar Dergisi, 7(3), 1119-1144. doi:10.14689/issn.2148- 624.1.7c.3s.10m
  • Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260. https://doi.org/10.1080/09500690500336957
  • Simon, S., Richardson, K., & Amos, R. (2012). The design and enactment of argumentation activities. In M. S. Khine (Ed.), Perspectives on scientific argumentation: Theory, practice, and research (pp. 97-114). Springer.
  • Sönmez, E. (2017). Argümantasyon tabanlı bilim öğrenme yaklaşımının fen bilgisi öğretmen adaylarının eleştirel düşünmelerine ve genel kimya başarılarına etkisi. Kastamonu Üniversitesi.
  • Taşkoyan, S. N. (2008). Fen ve teknoloji öğretiminde sorgulayıcı öğrenme stratejilerinin öğrencilerin sorgulayıcı öğrenme becerileri, akademik başarıları ve tutumları üzerindeki etkisi [Unpublished master's thesis dissertation]. Dokuz Eylül Üniversitesi.
  • Tatar, M. K., & Özenoğlu, H. (2018). Fen bilgisi öğretmen adaylarının bilimin doğası bilgisine ve öğretimine ilişkin öz-yeterlik inançları. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 46, 261-293. https://doi.org/10.21764/maeuefd.402689
  • Toulmin, S. (1958). The uses of argument. Cambridge University Press.
  • Tozlu, İ., Gülseven, E., & Tüysüz, M. (2019). FeTeMM eğitimine yönelik etkinlik uygulaması: Kuvvet ve enerji örneği. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 869-896. http://dx.doi.org/10.23891/efdyyu.2019.145
  • Trend, R. (2009). Commentary: Fostering students’ argumentation skills in geoscience education. Journal of Geoscience Education, 57(4), 224-232. https://doi.org/10.5408/1.3559670
  • Tüzün, Ü. N., Bilir, V., & Eyceyurt Türk, G. (2019). Ortaöğretim kimya dersi öğretim programı kazanımlarının Toulmin argüman modeli bileşenlerine göre değerlendirilmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1322-1333. https://dx.doi.org/10.17240/aibuefd.2020..-439202
  • Uçar, B., & Demiraslan Çevik, Y. (2020). The effect of argument mapping supported with peer feedback on pre-service teachers' argumentation skills. Journal of Digital Learning in Teacher Education, 37(1), 6-29. https://doi.org/10.1080/21532974.2020.1815107
  • Ural, E., Öztaş, F., & Ercan, O. (2020). Sınıf öğretmeni adaylarının sosyobilimsel bir konuda akıl yürütme tarzlarının ve argüman seviyelerinin incelenmesi. EKEV Akademi Dergisi, 24(82), 97-118.
  • van Eemeren, F. H., Grootendorst, R., & Snoeck Henkemans, F. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Lawrence Erlbaum Associates.
  • Velthuis, C., Fisser, P., & Pieters, J. (2014). Teacher training and pre-service primary teachers’ self-efficacy for science teaching. Journal of Science Teacher Education, 25, 445-464. https://doi.org/10.1007/s10972-013-9363-y
  • Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing. Educational Studies in Mathematics, 105, 487-517. https://doi.org/10.1007/s10649-020-10005-0
  • von Aufschnaiter, C., J. Osborne, J., Erduran, S., & Simon, S. (2007). Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45, 101-131. https://doi.org/10.1002/tea.20213
  • Walker, J., Sampson, V., Grooms, J., Anderson, B., & Zimmerman, C. (2012). Argument-Driven Inquiry in undergraduate chemistry labs: The impact on students’ conceptual understanding, argument skills, and attitudes towards science. Journal of College Science Teaching, 41(4), 82-89.
  • Walton, D. (2006). Examination dialogue: An argumentation framework for critically questioning an expert opinion. Journal of Pragmatics, 38(5), 745-777. https://doi.org/10.1016/j.pragma.2005.01.016
  • Woolfolk, A. (2016). Educational psychology. Allyn & Bacon.
  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal Fall, 29(3), 663-676. https://doi.org/10.3102/00028312029003663
  • Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62. https://doi.org/10.1002/tea.10008
Toplam 123 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Rabiya Kıran 0000-0002-1686-5194

Eylem Yıldız Feyzioğlu 0000-0002-7051-5232

Proje Numarası EĞF-18002
Yayımlanma Tarihi 15 Temmuz 2021
Gönderilme Tarihi 4 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 14 Sayı: 3

Kaynak Göster

APA Kıran, R., & Yıldız Feyzioğlu, E. (2021). Development of Self-Efficacy for Argumentation Scale. Journal of Theoretical Educational Science, 14(3), 449-475. https://doi.org/10.30831/akukeg.891057