Identifying the Psychometric Properties of the Question Asking Strategies Awareness Scale: The Validity and Reliability Study

Yıl 2021, Cilt: 11 Sayı: 1, 92 - 110, 30.04.2021

Yilmaz Soysal , Serenay Başalev , Somayyeh Radmard

Öz

The purpose of the present study was to develop the question asking strategies awareness scale (QASAS) and to describe the psychometric
properties of the scale. The justification for the current study was the lack of a measurement tool in the national context that explores
the teachers’ in-class questioning practices during instructional activities in-depth and supported by a discursively-oriented theoretical
background. Data gathering process was conducted by reaching 664 teachers from diverse teaching branches to develop the QASAS. The
validity and reliability processes of the QASAS were completed by operating exploratory and confirmatory factor analysis in addition to

calculating the Cronbach Alpha coefficient. The items of the QASAS were gathered around seven factors that are labelled as “Monitoring-
Critiquing-Eliciting”, “Challenging-Conceptual Change-Evidencing”, “Epistemic Authority & Prior Knowledge”, “Clarification-Conceptual
Consistency”, “Open-ended & Close-ended”, “Selecting-eliminating through Follow-up Questions”, “Evaluating & Knowledge providing.”
It is deduced that the factors of QASAS can measure teachers’ awareness regarding both learner-centred and teacher-centred discursive
interactions. The QASAS may serve as a checklist for qualitative studies, in addition to being administrated as a data collection tool for
large-scale surveying studies. QASAS is also a guide in determining the shortcomings of teachers’ professional development as well as
designing and implementing pedagogically-oriented developmental activities.

Anahtar Kelimeler

Teacher questions, Classroom discourse, Teacher awareness, Scale development

Soru Sorma Stratejileri Farkındalığı Ölçeği’nin Psikometrik Özelliklerinin Belirlenmesi: Geçerlik ve Güvenirlik Çalışması

Öz

Bu çalışmanın amacı soru sorma stratejileri farkındalığı ölçeğinin (SSSFÖ) geliştirilmesi ve psikometrik özelliklerinin belirlenmesidir.
Ulusal bağlamda öğretmenlerin sınıf-içi öğretimsel faaliyetlerde soru sorma pratiklerini derinlemesine inceleyen ve söylemsel teorik artalan
ile desteklenmiş bir ölçme aracının geliştirilmemiş olması bu çalışmanın gerekçesidir. SSSFÖ’yü geliştirmek üzere çeşitli öğretmenlik
branşlarından 664 öğretmene ulaşılarak veri toplama süreci tamamlanmıştır. SSSFÖ’nün geçerlik ve güvenirlik çalışmaları açımlayıcı ve
doğrulayıcı faktör analizlerinin yapılmasının yanı sıra Cronbach Alpha katsayısı hesaplanarak tamamlanmıştır. SSSFÖ’nün maddeleri
“İzleme-Kritik-Derinleştirme”, “Çeldirme-Kavramsal Değişim-Delillendirme”, “Epistemik Otorite & Ön Bilgi”, “Açıklaştırma-Kavramsal İç
Tutarlılık”, “Açık & Kapalı Uçlu”, “Takip Sorularıyla Seçme-Eleme” ve “Değerlendirme & Bilgi Sağlama” olarak isimlendirilen yedi faktör
altında toplanmıştır. SSSFÖ’deki faktörlerin hem öğrenci-merkezli hem de öğretmen-merkezli sınıf içi konuşmalara yönelik olan öğretmen
sorularını betimleyebilecek nitelikte olduğu görülmüştür. SSSFÖ, gerçekleştirilecek olan geniş kapsamlı taramalar için veri toplama aracı
olarak kullanılmanın yanı sıra nitel çalışmalar için de bir kontrol listesi görevi görebilir. SSSFÖ, öğretmenlerin mesleki gelişimine ilişkin
eksiklikleri belirleme ve pedagojik olarak gelişimsel faaliyetleri tasarlama ve uygulama konusunda da yol gösterici niteliktedir

Anahtar Kelimeler

Öğretmen soruları, Sınıf söylemi, Öğretmen farkındalığı, Ölçek geliştirme

Kaynakça

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