Araştırma Makalesi
BibTex RIS Kaynak Göster

Study of The Validity and Reliability of Nanotechnology Awareness Scale in Turkish Culture

Yıl 2020, Cilt: 7 Sayı: 4, 674 - 689, 20.12.2020
https://doi.org/10.21449/ijate.708169

Öz

The aim of this study was to determine the validity and reliability of the Nanotechnology Awareness Scale (NAI) in Turkish culture. The study group consists of 624 biology, physics and chemistry teachers working in secondary schools in Antalya, Denizli, Burdur and Ankara. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in order to determine its structural validity. Cronbach-alpha and stratified-alpha coefficient values were calculated for the reliability of the sub-dimensions and the whole of the scale, respectively. In EFA, Kaiser-Meyer-Olkin (KMO) value was found to be 0.92 and the Bartlett Test result (912 91 = 6519.27, p <.00) was found significant. In addition, in original scale, a two-factor structure was found. This two factors solution explains 59.192% of the total variance. In CFA, factor structure of the scale was tested for two-factor solution as it was designed. According to the findings, it was found that the scale, containing 14 items with two sub-dimensions, had sufficient goodness of fit indices such as χ2/sd =1.344, RMSEA = 0.07, GFI = 0.97, CFI = 0.97, NFI = 0.90 and AGFI = 0.83. These goodness of fit indices shows that we have good model-data fit. The Stratified-alpha coefficient was found as 0.942 for the whole scale. Cronbach alpha coefficient was found as 0.935 and 0.805 for the awareness sub-dimension and exposure sub-dimension, respectively. As a result of the research, it was concluded that the Turkish version of the scale can be used as a valid and reliable measurement tool.

Kaynakça

  • Andina, R. E., Rahmawati, Y. & Budi, S. (2019). Improved learning designs for shaping Indonesia's future science teachers applied in a nanoscience project. Issues in Educational Research, 29(4), 997-1015. http://www.iier.org.au/iier29/andina.pdf
  • Bektaş, H. (2015). Factor analysis for binary variables: An application on the quality of working life. Doctoral dissertation, İstanbul University, İstanbul, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Beaton, D. E., Bombardier, C., Guillemin, F. & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
  • Chapman, D. W. & Carter, J. F. (1979) Translation procedures for the cross-cultural use of measurement instruments. Educational Evaluation and Policy Analysis, 1(3), 71-76. https://doi.org/10.3102/01623737001003071
  • Costello, A. B.& Osborne, J. W. (2005). Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most from Your Analysis. Practical Assessment, Research & Evaluation, 10(7), 1-9.
  • Çelik, H. E., & Yılmaz, V. (2013). Yapısal eşitlik modellemesi: temel kavramlar, uygulamalar, programlama (2nd ed.). Anı Yayıncılık.
  • Deniz, M. E., Özer, E., & Işık, E. (2013). Duygusal zekâ özelliği ölçeği–kısa formu: Geçerlik ve güvenirlik çalışması [Trait Emotional Intelligence Questionnaire–Short Form: Validity and reliability studies]. Education and Science, 38(169), 407-419.
  • Dyehouse, M. A., Diefes-Dux, H. A., Bennett, D. E., Imbrie, Æ P. K. (2008). Development of an instrument to measure undergraduates’ nanotechnology awareness, exposure, motivation and knowledge. J Sci Educ Technol.. 17, 500-510.
  • European Commission (2019). Skills for Industry. High-Tech Skills: Scaling up best practices and re-focusing funding programmes and incentives, Final Report. Executive Agency for Small and Medium-sized Enterprises (EASME), EASME/COSME/2018/016, 2019. Luxembourg: Publications Office of the European Union, 2019. PDF ISBN 978-92-9202-548-9. https://doi.org/10.2826/024306 EA-01-19-571-EN-N
  • Hingant, B. & Albe, V. (2010). Nanosciences and nanotechnologies learning and teaching in secondary education: A review of literature. Studies in Science Education, 46(2), 121-152. https://doi.org/10.1080/03057267.2010.504543
  • Feldt, L. S., & Qualls, A. L. (1996). Bias in coefficient alpha arising from heterogeneity of test content. Applied Measurement in Education, 9(3), 277-286.
  • Henson, R. K. & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416.
  • Hu, L. & Bentler, P. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • İpek, Z. (2017). Research on awareness levels of physics, chemistry, and biology teachers about nanoscience and nanotechnology. Doctoral Dissertation, Gazi University, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • İpek, Z., Atik, A. D., Tan, Ş. & Erkoç, F. (2020). Awareness, exposure, and knowledge levels of science teachers about nanoscience and nanotechnology. Issues in Educational Research, 30(1), 134-155. http://www.iier.org.au/iier30/ipek.pdf
  • Jackman, J. A., Cho, D. J., Lee, J., Chen, J. M., Besenbacher, F., Bonnell, D. A., … Cho, N. J. (2016). Nanotechnology education for the global world: Training the leaders of tomorrow. ACSNano, 10, 5595−5599. https://doi.org/10.1021/acsnano.6b03872
  • Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and Nanoscale Science: Educational Challenges. International Journal of Science Education, 35(9), 1490-1512.
  • Kalaycı, N. (2008). Yükseköğretimde uygulanan toplam kalite sürecinde göz ardı edilen unsurlardan “TKY merkezi” ve “eğitim programları”. Tekışık.
  • Karataş, F. Ö., & Ülker, N. (2014). Undergraduate chemistry students’ understanding level of nano-science and nano-technology. Journal of Turkish Science Education, 11(3), 103-118. https://doi.org/10.12973/tused.10121a
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (second edition). Guilford Publications, Inc.
  • Laherto, A. (2010). An Analysis of the Educational Significance of Nanoscience and Nanotechnology in Scientific and Technological Literacy. Science Education International, 21(3), 160-175.
  • MoNE. Talim ve Terbiye Kurulu Başkanlığı (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Doc Player. https://docplayer.biz.tr/1747250-Fen-bilimleri-dersi-3-4-5-6-7-ve-8-siniflar.html
  • MoNE. Talim ve Terbiye Kurulu Başkanlığı (2018). Ortaöğretim Biyoloji, Fizik ve Kimya Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı. http://mufredat.meb.gov.tr/Programlar.aspx
  • Lauterwasser, C. (Ed.) (2005). “Small sizes that matter: Opportunities and risks of Nanotechnologies”, Report in co-operation with the OECD International Futures Programme. http://www.oecd.org/dataoecd/32/1/44108334.pdf
  • OECD (2018). Report on statistics and indicators of biotechnology and nanotechnology. OECD Science, Technology and Industry Working Papers 2018/06. Paris, France. https://dx.doi.org/10.1787/3c70afa7-en
  • Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi. Kaan.
  • Pas, M., Vogrinc, J., Raspor, P., Knezevic, N. U. & Zajc, J. C. (2019). Biotechnology learning in Slovenian upper-secondary education: Gaining knowledge and forming attitudes. Research in Science & Technological Education, 37(1), 110 125. https://doi.org/10.1080/02635143.2018.1491473
  • Roco, M. C. & Bainbridge, W. (2003). Societal implications of nanoscience and nanotechnology. Kluwer.
  • Roco, M. C., Mirkin, C. A. & Hersam, M. C. (2011). Nanotechnology research directions for societal needs in 2020: Summary of international study. Journal of Nanoparticle Research, 13(3), 897-919. https://doi.org/10.1007/s11051-011-0275-5
  • Schermelleh-Engel, K., Moosbrugger, H. & Müler, H. (2003). “Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures”. Methods of Psychological Research Online, 8(2), 23 74. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.509.4258&rep=rep1&type=pdf
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi. Anı.
  • Sousa, V.D. & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline. International Journal of Evaluation in Clinical Practice, 17, 268 274. https://doi.org/10.1111/j.1365-2753.2010.01434.x
  • Tabachnick, B. G. & Fidell, L. S. (2001) Using multivariate statistics (4th edn.). Allyn & Bacon.
  • Tan, Ş. (1999). Psikolojik Test Geliştirmede Faktör Analizinin Kullanımı. Çağdaş Eğitim, 255, 32-38.
  • Tan, Ş. (2009). Misuses of KR-20 and Cronbach’s alpha reliability coefficients. TED Education and Science, 34(152), 101-112.
  • Tan, Ş. (2015). Uygulamalı temel istatistik-1. Ankara: Pegem Akademi.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: understanding concepts and applications. American Psychological Association.
  • Turgut, M. F. & Baykul, Y. (1992). Ölçekleme teknikleri. Ankara: ÖSYM Yayınları.
  • Ural, A. & Kılıç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Ankara: Detay Yayıncılık.
  • Wansom, S., Mason, T. O., Hersam, M. C., Drane, D., Light, G., Cormia, R., Stevens, S., Bodner, G. M. (2009). A Rubric for Post-Secondary Degree Programs in Nanoscience and Nanotechnology. International Journal of Engineering Education, 25(3), 615-627.
  • Winkelmann, K. & Bhushan, B. (Eds.) (2016). Global perspectives of nanoscience and engineering education. Science Policy Reports. Springer. https://link.springer.com/book/10.1007%2F978-3-319-31833-2
  • Young, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94.
  • Zwick, W.R. & Velicer, W. F. (1986). Factor İnfluencing Five Rules for Determining the Number of Components to Retain. Psychological Bulletin, 99, 432-442.

Study of The Validity and Reliability of Nanotechnology Awareness Scale in Turkish Culture

Yıl 2020, Cilt: 7 Sayı: 4, 674 - 689, 20.12.2020
https://doi.org/10.21449/ijate.708169

Öz

  1. The aim of this study was to determine the validity and reliability of the Nanotechnology Awareness Scale (NAI) in Turkish culture. The study group consists of 624 biology, physics and chemistry teachers working in secondary schools in Antalya, Denizli, Burdur and Ankara. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in order to determine its structural validity. Cronbach-alpha and stratified-alpha coefficient values were calculated for the reliability of the sub-dimensions and the whole of the scale, respectively. In EFA, Kaiser-Meyer-Olkin (KMO) value was found to be 0.92 and the Bartlett Test result (912 91 = 6519.27, p <.00) was found significant. In addition, in original scale, a two-factor structure was found. This two factors solution explains 59.192% of the total variance. In CFA, factor structure of the scale was tested for two-factor solution as it was designed. According to the findings, it was found that the scale, containing 14 items with two sub-dimensions, had sufficient goodness of fit indices such as χ2/sd =1.344, RMSEA = 0.07, GFI = 0.97, CFI = 0.97, NFI = 0.90 and AGFI = 0.83. These goodness of fit indices shows that we have good model-data fit. The Stratified-alpha coefficient was found as 0.942 for the whole scale. Cronbach alpha coefficient was found as 0.935 and 0.805 for the awareness sub-dimension and exposure sub-dimension, respectively. As a result of the research, it was concluded that the Turkish version of the scale can be used as a valid and reliable measurement tool.

Kaynakça

  • Andina, R. E., Rahmawati, Y. & Budi, S. (2019). Improved learning designs for shaping Indonesia's future science teachers applied in a nanoscience project. Issues in Educational Research, 29(4), 997-1015. http://www.iier.org.au/iier29/andina.pdf
  • Bektaş, H. (2015). Factor analysis for binary variables: An application on the quality of working life. Doctoral dissertation, İstanbul University, İstanbul, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Beaton, D. E., Bombardier, C., Guillemin, F. & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
  • Chapman, D. W. & Carter, J. F. (1979) Translation procedures for the cross-cultural use of measurement instruments. Educational Evaluation and Policy Analysis, 1(3), 71-76. https://doi.org/10.3102/01623737001003071
  • Costello, A. B.& Osborne, J. W. (2005). Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most from Your Analysis. Practical Assessment, Research & Evaluation, 10(7), 1-9.
  • Çelik, H. E., & Yılmaz, V. (2013). Yapısal eşitlik modellemesi: temel kavramlar, uygulamalar, programlama (2nd ed.). Anı Yayıncılık.
  • Deniz, M. E., Özer, E., & Işık, E. (2013). Duygusal zekâ özelliği ölçeği–kısa formu: Geçerlik ve güvenirlik çalışması [Trait Emotional Intelligence Questionnaire–Short Form: Validity and reliability studies]. Education and Science, 38(169), 407-419.
  • Dyehouse, M. A., Diefes-Dux, H. A., Bennett, D. E., Imbrie, Æ P. K. (2008). Development of an instrument to measure undergraduates’ nanotechnology awareness, exposure, motivation and knowledge. J Sci Educ Technol.. 17, 500-510.
  • European Commission (2019). Skills for Industry. High-Tech Skills: Scaling up best practices and re-focusing funding programmes and incentives, Final Report. Executive Agency for Small and Medium-sized Enterprises (EASME), EASME/COSME/2018/016, 2019. Luxembourg: Publications Office of the European Union, 2019. PDF ISBN 978-92-9202-548-9. https://doi.org/10.2826/024306 EA-01-19-571-EN-N
  • Hingant, B. & Albe, V. (2010). Nanosciences and nanotechnologies learning and teaching in secondary education: A review of literature. Studies in Science Education, 46(2), 121-152. https://doi.org/10.1080/03057267.2010.504543
  • Feldt, L. S., & Qualls, A. L. (1996). Bias in coefficient alpha arising from heterogeneity of test content. Applied Measurement in Education, 9(3), 277-286.
  • Henson, R. K. & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416.
  • Hu, L. & Bentler, P. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • İpek, Z. (2017). Research on awareness levels of physics, chemistry, and biology teachers about nanoscience and nanotechnology. Doctoral Dissertation, Gazi University, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • İpek, Z., Atik, A. D., Tan, Ş. & Erkoç, F. (2020). Awareness, exposure, and knowledge levels of science teachers about nanoscience and nanotechnology. Issues in Educational Research, 30(1), 134-155. http://www.iier.org.au/iier30/ipek.pdf
  • Jackman, J. A., Cho, D. J., Lee, J., Chen, J. M., Besenbacher, F., Bonnell, D. A., … Cho, N. J. (2016). Nanotechnology education for the global world: Training the leaders of tomorrow. ACSNano, 10, 5595−5599. https://doi.org/10.1021/acsnano.6b03872
  • Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and Nanoscale Science: Educational Challenges. International Journal of Science Education, 35(9), 1490-1512.
  • Kalaycı, N. (2008). Yükseköğretimde uygulanan toplam kalite sürecinde göz ardı edilen unsurlardan “TKY merkezi” ve “eğitim programları”. Tekışık.
  • Karataş, F. Ö., & Ülker, N. (2014). Undergraduate chemistry students’ understanding level of nano-science and nano-technology. Journal of Turkish Science Education, 11(3), 103-118. https://doi.org/10.12973/tused.10121a
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (second edition). Guilford Publications, Inc.
  • Laherto, A. (2010). An Analysis of the Educational Significance of Nanoscience and Nanotechnology in Scientific and Technological Literacy. Science Education International, 21(3), 160-175.
  • MoNE. Talim ve Terbiye Kurulu Başkanlığı (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Doc Player. https://docplayer.biz.tr/1747250-Fen-bilimleri-dersi-3-4-5-6-7-ve-8-siniflar.html
  • MoNE. Talim ve Terbiye Kurulu Başkanlığı (2018). Ortaöğretim Biyoloji, Fizik ve Kimya Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı. http://mufredat.meb.gov.tr/Programlar.aspx
  • Lauterwasser, C. (Ed.) (2005). “Small sizes that matter: Opportunities and risks of Nanotechnologies”, Report in co-operation with the OECD International Futures Programme. http://www.oecd.org/dataoecd/32/1/44108334.pdf
  • OECD (2018). Report on statistics and indicators of biotechnology and nanotechnology. OECD Science, Technology and Industry Working Papers 2018/06. Paris, France. https://dx.doi.org/10.1787/3c70afa7-en
  • Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi. Kaan.
  • Pas, M., Vogrinc, J., Raspor, P., Knezevic, N. U. & Zajc, J. C. (2019). Biotechnology learning in Slovenian upper-secondary education: Gaining knowledge and forming attitudes. Research in Science & Technological Education, 37(1), 110 125. https://doi.org/10.1080/02635143.2018.1491473
  • Roco, M. C. & Bainbridge, W. (2003). Societal implications of nanoscience and nanotechnology. Kluwer.
  • Roco, M. C., Mirkin, C. A. & Hersam, M. C. (2011). Nanotechnology research directions for societal needs in 2020: Summary of international study. Journal of Nanoparticle Research, 13(3), 897-919. https://doi.org/10.1007/s11051-011-0275-5
  • Schermelleh-Engel, K., Moosbrugger, H. & Müler, H. (2003). “Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures”. Methods of Psychological Research Online, 8(2), 23 74. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.509.4258&rep=rep1&type=pdf
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi. Anı.
  • Sousa, V.D. & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline. International Journal of Evaluation in Clinical Practice, 17, 268 274. https://doi.org/10.1111/j.1365-2753.2010.01434.x
  • Tabachnick, B. G. & Fidell, L. S. (2001) Using multivariate statistics (4th edn.). Allyn & Bacon.
  • Tan, Ş. (1999). Psikolojik Test Geliştirmede Faktör Analizinin Kullanımı. Çağdaş Eğitim, 255, 32-38.
  • Tan, Ş. (2009). Misuses of KR-20 and Cronbach’s alpha reliability coefficients. TED Education and Science, 34(152), 101-112.
  • Tan, Ş. (2015). Uygulamalı temel istatistik-1. Ankara: Pegem Akademi.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: understanding concepts and applications. American Psychological Association.
  • Turgut, M. F. & Baykul, Y. (1992). Ölçekleme teknikleri. Ankara: ÖSYM Yayınları.
  • Ural, A. & Kılıç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Ankara: Detay Yayıncılık.
  • Wansom, S., Mason, T. O., Hersam, M. C., Drane, D., Light, G., Cormia, R., Stevens, S., Bodner, G. M. (2009). A Rubric for Post-Secondary Degree Programs in Nanoscience and Nanotechnology. International Journal of Engineering Education, 25(3), 615-627.
  • Winkelmann, K. & Bhushan, B. (Eds.) (2016). Global perspectives of nanoscience and engineering education. Science Policy Reports. Springer. https://link.springer.com/book/10.1007%2F978-3-319-31833-2
  • Young, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94.
  • Zwick, W.R. & Velicer, W. F. (1986). Factor İnfluencing Five Rules for Determining the Number of Components to Retain. Psychological Bulletin, 99, 432-442.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Zeki Ipek 0000-0002-8097-5849

Ali Derya Atik 0000-0002-5841-6004

Şeref Tan 0000-0002-9892-3369

Figen Erkoç 0000-0003-0658-2243

Yayımlanma Tarihi 20 Aralık 2020
Gönderilme Tarihi 24 Mart 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 4

Kaynak Göster

APA Ipek, Z., Atik, A. D., Tan, Ş., Erkoç, F. (2020). Study of The Validity and Reliability of Nanotechnology Awareness Scale in Turkish Culture. International Journal of Assessment Tools in Education, 7(4), 674-689. https://doi.org/10.21449/ijate.708169

23823             23825             23824