Araştırma Makalesi
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Web Pedagojik İçerik Bilgisi Ölçeği'nin Türkçeye Uyarlaması

Yıl 2011, Cilt: 10 Sayı: 1, 257 - 272, 26.06.2011

Öz

Araştırmanın amacı, Lee, Tsai ve Chang (2008) tarafından geliştirilen “Web Pedagojik İçerik Bilgisi
Ölçeği’nin” Türkçeye uyarlanmasıdır. Uyarlama çalışmaları çerçevesinde öncelikle ölçek maddeleri araştırmacı
tarafından Türkçeye çevrilmiş, on uzmandan görüş alınmış ve çeviri görüşler doğrultusunda geliştirilmiştir.
Oluşturulan İngilizce ve Türkçe formlar iki hafta ara ile 30 lisans öğrencisi tarafından doldurulmuştur. İngilizce
ve Türkçe formlar arasındaki korelasyon 0.87 bulunduğundan her iki ölçek eş değer kabul edilmiştir. Ölçek
geçerlik-güvenilirlik çalışmaları için 232 öğrenciye uygulanmıştır. Açımlayıcı faktör analizi ve doğrulayıcı
faktör analizleri sonucunda ölçeğin beş faktörlü yapıya sahip olduğu görülmüştür. Ölçeğin Türkçe formu için
Cronbach alfa iç tutarlık katsayısı .94 olarak bulunmuştur. Sonuçta ölçeğin Türkçe formunun bu araştırma grubu
için geçerli ve güvenilir olduğu görülmüştür.

Kaynakça

  • Aggarwal, A. ve Bento, R. (2000). Web-based education. (Ed.: Aggarwal A.). Web-based learning and teaching technologies: opportunities and challenges. Hershey: IDEA group publishing. USA. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications, and programmings. London: Lawrence Erlbaum Assocatiates, Publishers. Deniz, M. ve Çok, F. (2010). Psychometric Properties and Adaptation of the Self-Concealment Scale to the Turkish Adolescents. İlköğretim Online, 9(1), 424-432. [Online]: http://ilkogretimonline.org.tr
  • Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304-312. Green, S.B. ve Salkind, N.J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data, Fourth Edition. Upper Saddle River, NJ: Pearson. Hambleton, R.K., Merenda, P.F. ve Spielberger, C.D., (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum. Harris, J. B., Mishra, P. ve Koehler, M. J. (2007). Teachers’ technological pedagogical content 269 knowledge: Curriculum-based technology integration reframed. Içinde Annual Meeting of the American Educational Research Association, Chicago, IL. Hillman, D. C. A., Willis, D. J. ve Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30-42. Horzum, M.B. ve Balta, Ö.Ç. (2009). Çevrim İçi Teknolojilere Yönelik Öz-Yeterlik Algısı Ölçeği Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 9 (3), Yaz / Summer 2009, 1327-1356. Internet World Stats. (2009). Europe Internet Usage Stats and Population Statistics. Erişildi Haziran 2, 2010, den http://www.internetworldstats.com/stats4.htm Jöreskog, K. ve Sörbom, D. (1996). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International/Erlbaum. Klassen, R.M. (2004). Optimism and Realism: A review of self efficacy from a cross cultural perspective. International Journal of Psychology, 39 (3), 205-230. Koehler, M.J. ve Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1). Koehler, M.J. ve Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. Koehler, M.J. ve Mishra, P. (2005). What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152. Koehler, M.J., Mishra, P. ve Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. doi:10.1016/j.compedu.2005.11.012 Lee, M.H. ve Tsai, C.C. (2010). Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21. Lee, MH., Tsai, CC. ve Chang, CY. (2008). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008. Lee, C., ve Witta, E. L. (2001). Online students’ perceived self-efficacy: Does it change? Proceedings of 2001 the Association for Educational Communications and Technology (AECT) International Convention. Retrieved November 28, 2006, from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/ 0000000b/80/27/b3/28. Mishra, P. ve Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054. Mishra, P. ve Koehler, M.J. (2008). Introducing technological pedagogical content knowledge. Içinde Annual Meeting of the American Educational Research Association (New York, New York). Miltiadou, M. ve Yu, C. H. (2000). Validation of the Online Technologies Self-Efficacy Scale (OTSES). Paper presented at the AECT International Convention, Denver CO. Retrieved November 26, 2006, from http://eric.ed.gov/ERICDocs/data/ ericdocs2/content_storage_01/0000000b/80/22/fe/e7.pdf. Moore, M.G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 16. Nahm, E.S. ve Resnick, B. (2008, March). Development and Testing of the Web-Based Learning SelfEfficacy Scale (WBLSES) for older adults. Ageing International Journal, 32(1), 3-14. Niess, M. (2005). Preparing Teachers to Teach Science and Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge. Teaching and Teacher Education: An International Journal of Research and Studies, 21(5), 509-523. Osborne, J.W. ve Costello, A.B. (2004). Sample size and subject to item ratio in principal components analysis. Practical Assessment, Research & Evaluation, 9(11). Retrieved October 18, 2010 from http://PAREonline.net/getvn.asp?v=9&n=11. Randall, F.A. (2001). Factor analysis of online instruction self-efficacy using the Tennessee online instruction survey. Unpublished doctoral dissertation, University of Tennessee, Knoxville. Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. ve Shin, T.S. (2009).

Adaptation of Web Pedagogical Content Knowledge Survey to Turkish

Yıl 2011, Cilt: 10 Sayı: 1, 257 - 272, 26.06.2011

Öz

The aim of the study is adaptation of the web pedagogical content knowledge survey which was
developed by Lee & Tsai (2008, 2010) to Turkish. In order to adapt the scale, firstly scale items were translated
to Turkish by the researcher. Then translation form was further developed by consulting ten specialists. English
and Turkish forms of scale were both filled by 30 undergraduate students with two-week intervals respectively.
Two forms were accepted as equal since the correlation between them was 0.87. Turkish version of the scale was
implemented on 232 students for validity and reliability studies. The scale has five factors, which was found as
result of the exploratory and confirmatory factor analyses. In Turkish version of the scale alpha value was
calculated as .94. Therefore, it can be concluded that Turkish version of the scale was reliable and valid

Kaynakça

  • Aggarwal, A. ve Bento, R. (2000). Web-based education. (Ed.: Aggarwal A.). Web-based learning and teaching technologies: opportunities and challenges. Hershey: IDEA group publishing. USA. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications, and programmings. London: Lawrence Erlbaum Assocatiates, Publishers. Deniz, M. ve Çok, F. (2010). Psychometric Properties and Adaptation of the Self-Concealment Scale to the Turkish Adolescents. İlköğretim Online, 9(1), 424-432. [Online]: http://ilkogretimonline.org.tr
  • Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304-312. Green, S.B. ve Salkind, N.J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data, Fourth Edition. Upper Saddle River, NJ: Pearson. Hambleton, R.K., Merenda, P.F. ve Spielberger, C.D., (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum. Harris, J. B., Mishra, P. ve Koehler, M. J. (2007). Teachers’ technological pedagogical content 269 knowledge: Curriculum-based technology integration reframed. Içinde Annual Meeting of the American Educational Research Association, Chicago, IL. Hillman, D. C. A., Willis, D. J. ve Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30-42. Horzum, M.B. ve Balta, Ö.Ç. (2009). Çevrim İçi Teknolojilere Yönelik Öz-Yeterlik Algısı Ölçeği Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 9 (3), Yaz / Summer 2009, 1327-1356. Internet World Stats. (2009). Europe Internet Usage Stats and Population Statistics. Erişildi Haziran 2, 2010, den http://www.internetworldstats.com/stats4.htm Jöreskog, K. ve Sörbom, D. (1996). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International/Erlbaum. Klassen, R.M. (2004). Optimism and Realism: A review of self efficacy from a cross cultural perspective. International Journal of Psychology, 39 (3), 205-230. Koehler, M.J. ve Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1). Koehler, M.J. ve Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. Koehler, M.J. ve Mishra, P. (2005). What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152. Koehler, M.J., Mishra, P. ve Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. doi:10.1016/j.compedu.2005.11.012 Lee, M.H. ve Tsai, C.C. (2010). Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21. Lee, MH., Tsai, CC. ve Chang, CY. (2008). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008. Lee, C., ve Witta, E. L. (2001). Online students’ perceived self-efficacy: Does it change? Proceedings of 2001 the Association for Educational Communications and Technology (AECT) International Convention. Retrieved November 28, 2006, from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/ 0000000b/80/27/b3/28. Mishra, P. ve Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054. Mishra, P. ve Koehler, M.J. (2008). Introducing technological pedagogical content knowledge. Içinde Annual Meeting of the American Educational Research Association (New York, New York). Miltiadou, M. ve Yu, C. H. (2000). Validation of the Online Technologies Self-Efficacy Scale (OTSES). Paper presented at the AECT International Convention, Denver CO. Retrieved November 26, 2006, from http://eric.ed.gov/ERICDocs/data/ ericdocs2/content_storage_01/0000000b/80/22/fe/e7.pdf. Moore, M.G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 16. Nahm, E.S. ve Resnick, B. (2008, March). Development and Testing of the Web-Based Learning SelfEfficacy Scale (WBLSES) for older adults. Ageing International Journal, 32(1), 3-14. Niess, M. (2005). Preparing Teachers to Teach Science and Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge. Teaching and Teacher Education: An International Journal of Research and Studies, 21(5), 509-523. Osborne, J.W. ve Costello, A.B. (2004). Sample size and subject to item ratio in principal components analysis. Practical Assessment, Research & Evaluation, 9(11). Retrieved October 18, 2010 from http://PAREonline.net/getvn.asp?v=9&n=11. Randall, F.A. (2001). Factor analysis of online instruction self-efficacy using the Tennessee online instruction survey. Unpublished doctoral dissertation, University of Tennessee, Knoxville. Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. ve Shin, T.S. (2009).
Toplam 2 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mehmet Barış Horzum

Yayımlanma Tarihi 26 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 10 Sayı: 1

Kaynak Göster

APA Horzum, M. B. (2011). Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İlköğretim Online, 10(1), 257-272.
AMA Horzum MB. Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İOO. Mart 2011;10(1):257-272.
Chicago Horzum, Mehmet Barış. “Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması”. İlköğretim Online 10, sy. 1 (Mart 2011): 257-72.
EndNote Horzum MB (01 Mart 2011) Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İlköğretim Online 10 1 257–272.
IEEE M. B. Horzum, “Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması”, İOO, c. 10, sy. 1, ss. 257–272, 2011.
ISNAD Horzum, Mehmet Barış. “Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması”. İlköğretim Online 10/1 (Mart 2011), 257-272.
JAMA Horzum MB. Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İOO. 2011;10:257–272.
MLA Horzum, Mehmet Barış. “Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması”. İlköğretim Online, c. 10, sy. 1, 2011, ss. 257-72.
Vancouver Horzum MB. Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İOO. 2011;10(1):257-72.