Matematik ve Fen Öğretiminde Güven, Bağlılık, İşbirliği ve Öğrenci Düşüncesi İnançları Ölçeğinin Uyarlama Çalışması

Yıl 2020, Sayı: 1, 114 - 125, 01.04.2020

Yasemin Katrancı Sare Şengül

Öz

Son yıllarda matematik ve fen öğretimi hakkında öğretmen inançlarının incelendiği çalışmalardaki artış bu iki alandaki inançların değerlendirilmesine yönelik bir aracın geliştirilmesini gerekli kılmıştır. Bu bağlamda Hudson, Kloosterman ve Galindo 2012 tarafından öğretmen adaylarının matematik ve fen öğretiminde güven, bağlılık, işbirliği ve öğrenci düşüncelerine yönelik inançlarını ölçmeyi amaçlayan bir ölçek geliştirilmiştir. Ölçek, on ayrı alt faktörden meydana gelmekte olup 60 madde içermektedir. Bu çalışmada da bu ölçeğin uyarlama çalışmasının yapılması hedeflenmiştir. Ölçeğin faktör yapısının belirlenmesi amacıyla doğrulayıcı faktör analizi işlemleri yapılmıştır. Analiz sonucunda X oranı 2.13 olarak hesaplanmış ve modelin mükemmel düzeyde bir uyum sergilediği görülmüştür. Madde analizleri ile madde istatistikleri elde edilmiştir. Test-tekrar test yöntemi ile ölçeğin farklı uygulamalar arası tutarlı sonuçlar verip vermediği sınanmıştır. Yapılan iki uygulama arasında anlamlı bir farklılık elde edilmemiştir. Güvenirlik analizleri için ise Cronbach alfa iç tutarlılık hesaplamaları yapılmıştır. Ölçeğin tümüne ait güvenirlik katsayısı 0.935 olarak elde edilmiştir. Tüm analizler bir bütün olarak değerlendirildiğinde ölçeğin, geçerli ve güvenilir bir araç olduğu görülmüştür

Anahtar Kelimeler

Matematik öğretimi, Fen öğretimi, İnanç, Ölçek uyarlama

An Adaptation Study of A Belief Scale of Confidence, Commitment, Collaboration, and Student Thinking in Math and Science Teaching

Öz

In recent years, the increase in studies of teacher beliefs about math and science teaching has required the development of a tool for evaluating beliefs in these two areas. In this context, Hudson, Kloosterman, and Galindo 2012 developed a scale that was aimed at measuring pre-service teachers’ beliefs that are about confidence, commitment, collaboration, and student thinking in math and science teaching. The scale consists of ten different sub-factors that include 60 items. In this study, it was aimed to adopt this scale. Confirmatory factor analysis was used to determine the factor structure of the scale. As a result of this analysis, the ratio of X was found as 2.13. It was seen that the model shows a perfect fit. The item statistics were obtained by using item analysis. The test-retest method was used to test whether the scale gives consistent results between different applications. There was no significant difference between the two applications. Cronbach alpha internal consistency calculations were used for reliability analysis. The reliability coefficient of the whole scale was obtained as 0.935. When all analyses were evaluated as a whole, the scale was found to be a valid and reliable instrument

Anahtar Kelimeler

Math teaching, Science teaching, Belief, Scale adapting

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