Araştırma Makalesi
BibTex RIS Kaynak Göster

Fen, Teknoloji, Mühendislik, Matematik (STEM) Eğitimi Tutum Ölçeğinin Türkçe’ye Uyarlanması

Yıl 2017, Cilt: 25 Sayı: 5, 1787 - 1800, 15.09.2017

Öz

Bu çalışmanın temel amacı, ortaokul öğrencilerinin fen, teknoloji, mühendislik, matematik
(FeTeMM, STEM) eğitimine karşı tutumlarını belirlemek için Guzey, Harwell ve Moore
tarafından (2014) geliştirilen “Students’ Attitudes toward Science, Technology, Engineering,
Mathematics Education” ölçeğinin Türkçe’ye uyarlanarak geçerlik-güvenilirlik çalışmasını
yapmaktır. Ölçeğin Türkçe’ye çevirisi İngilizce dil yeterliliği olan bir uzman ve hem fen
eğitimi alanında deneyimli hem de İngilizce yeterliliği olan iki kişi tarafından bağımsız olarak
yapılmıştır. Daha sonra, bir İngilizce öğretmeni tarafından geri çevirisi yapılmıştır. Son olarak,
fen eğitimi ve matematik eğitimi alanlarında uzman iki öğretim üyesinden ve bir fen bilgisi
öğretmeninden alınan uzman görüşü doğrultusunda ölçeğe son hali verilmiştir. Çevirilen ölçek,
5., 6,. ve 7. sınıflarda eğitim görmekte olan 545 öğrenciye uygulanmıştır. Açımlayıcı faktör
analizinden elde edilen bulgulara göre ölçeğin 24 madde ve dört faktörden oluştuğu ortaya
çıkmıştır. Ayrıca cronbach alfa değeri için tutarlılık katsayısı .89, test-tekrar test güvenirlik
katsayısı .86 olarak bulunmuştur. Türkçe’ye uyarlanması yapılan bu ölçeğin, 5., 6., ve 7. Sınıf
öğrencilerinin FeTeMM-STEM Eğitimine karşı tutumlarını belirlemede geçerli ve güvenilir bir
ölçek olduğu bulunmuştur

Kaynakça

  • Brislin, Richard W. - LonnerWalter J. - Thorndike Robert M, (1973), CrossCulturalResearchMethods, New York, John Wiley - SonsPub.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı (20. Baskı). Ankara: Pegem Akademi.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel Uygulamaları (3. Baskı). Ankara: Pegem Akademi.
  • Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Corlu, M. S. (2014). FeTeMM eğitimi makale çağrı mektubu [Call for STEM education research in the Turkish context]. Turkish Journal of Education, 3(1), 4-10.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334
  • Czaja, S. J., Charness, N., Fisk, A. D., Hertzog, C., Nair, S. N., Rogers, W. A., & Sharit, J. (2006). Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE). Psychology and Aging, 21(2), 333.
  • Douglas, J., Iversen, E., & Kalyandurg, C. (2004). Engineering in the K-12 classroom: An analysis of current practices and guidelines for the future. ASEE Engineering K12 Center.
  • Faber, M., Unfried, A., Wiebe, E. N., Corn, J. Townsend, L.W. & Collins, T. L. (2013). Student attitudes toward STEM: The development of upper elementary school and middle/high school student surveys. 120th ASSE Annual Conference & Exposition. Atlanta, GA.
  • Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
  • Kline, R. B. (2011). Principal and practice of structural equation modeling (3. Baskı). New York: The Guilford Press.
  • Liu, Y., & Szabo, Z. (2009). Teachers’ attitudes toward technology integration in schools: A four‐year study. Teachers and Teaching: theory and practice, 15(1), 5-23.
  • Lovelace, M., & Brickman, P. (2013). Best practices for measuring students’ attitudes toward learning science. CBE-Life Sciences Education, 12(4), 606-617.
  • Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 27–47.
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907.
  • Milli Eğitim Bakanlığı (2007). Bilim ve sanat merkezleri yönergesi. Ankara: Milli Eğitim Basımevi.
  • Moore, T. J., Stohlmann, M. S., Wang, H.-H., Tank, K. M., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In J. Strobel, S¸ . Purzer, & M. Cardella (Eds.), Engineering in precollege settings: Research into practice. West Lafayette, IN: Purdue Press.
  • National Research Council (U.S.)., Donovan, S., Bransford, J., & National Research Council (U.S.). (2005). How students learn. Washington, D.C: National Academies Press.
  • National Research Council. (2009). Engineering in K–12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press.
  • National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Committee on highly successful science programs for K-12 science education. Board on science education and board on testing and assessment, division of behavioral and social sciences and education. Washington, DC: National Academies Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • Oh, Y. J., Jia, Y., Lorentson, M., & Labanca, F. (2012). Development of the educational and career interest scale in science, technology, and mathematics for high school students. Journal of Science Education and Technology, December, 1–11.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
  • Pallant, J. (2010). SPSS, Survival manual: Step by step guide to data analysis using SPSS. (4. Baskı). Maidenhead: Open University Press.
  • Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48(2), 285-300.
  • President’s Council of Advisors on Science and Technology (2012). Report to the president. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast- executive-report-final_2-13-12.pdf adresinden alınmıştır.
  • Purzer, S., Strobel, J., & Cardella, M. E. (2014). Engineering in pre-college settings: synthesizing research, policy, and practices. Purdue University Press.
  • Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, December/January, 20–26.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı Yayıncılık
  • Simsek, Ö. F. (2007). Yapisal esitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamalari. Ankara: Ekinoks Yayıncılık.
  • Sjaastad, J. (2012). Sources of Inspiration: The role of significant persons in young people's choice of science in higher education. International Journal of Science Education, 34(10), 1615-1636.
  • Smith, J., & Karr-Kidwell, P. J. (2000). The Interdisciplinary Curriculum: A Literary Review and a Manual for Administrators and Teachers. http://files.eric.ed.gov/fulltext/ED443172.pdf adresinden alınmıştır.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson Education, Inc./Allyn & Bacon.
  • Tabata, L. N., & Johnsrud, L. K. (2008). The impact of faculty attitudes toward technology, distance education, and innovation. Research in Higher Education, 49(7), 625-646.
  • Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16.
  • Thomas, J., & Williams, C. (2010). The history of specialized STEM schools and the formation and role of the NCSSSMST. Roeper Review, 32, 17-24.
  • Thornburg, 2009. Five challenges in science education. http://www.tcse-k12.org/pages/science.pdf adresinden alınmıştır.
  • TUBİTAK Vizyon 2023 Projesi Raporu (2004). http://www.tubitak.gov.tr/tr/kurumsal/politikalar/icerik-vizyon-2023 adresinden alınmıştır.
  • Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 345–368.
  • Yıldırım, B., & Selvi, M. (2015). Adaptation of STEM attitude scale to Turkish. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(3), 1107-1120.

Turkish Adaptation Of The Attitudes Toward Science, Technology, Engineering, and Mathematics (STEM) Education Scale

Yıl 2017, Cilt: 25 Sayı: 5, 1787 - 1800, 15.09.2017

Öz

The purpose of the study is to adapt the “Students’ Attitudes Toward Science, Technology,
Engineering, Mathematics Education Scale”, which was developed by Guzey, Harwell
and Moore (2014), into Turkish and to examine the validity and reliability evidences of the  instrument. The instrument aims to investigate 5th,6th and 7th grades students’ attitudes toward
Science, Technology, Engineering, and Mathematics (STEM) Education. It was translated into
Turkish by one expert in the field of English language teaching and one expert in the field of
science education independently. Then, back translation was done by one English teacher. At
the end, based on the expert opinions taken from two experts in the science and mathematics
education and one science teacher, the instrument was revised. The final form of the instrument
was administered to 545 students who were in 5th, 6th and 7th grades. According to the results
of exploratory factor analysis, the instrumet consists of 24 items and four factors. Cronbach
alpha value of was found as .89 and test-retest reliability coefficients was calculated as .86.
The adapted instrument was found as valid and reliable instrument in order to examine 5th, 6th,
and 7th grades students’ attitudes toward STEM education, which has been developing rapidly
in Turkey in recent years. 

Kaynakça

  • Brislin, Richard W. - LonnerWalter J. - Thorndike Robert M, (1973), CrossCulturalResearchMethods, New York, John Wiley - SonsPub.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı (20. Baskı). Ankara: Pegem Akademi.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel Uygulamaları (3. Baskı). Ankara: Pegem Akademi.
  • Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Corlu, M. S. (2014). FeTeMM eğitimi makale çağrı mektubu [Call for STEM education research in the Turkish context]. Turkish Journal of Education, 3(1), 4-10.
  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334
  • Czaja, S. J., Charness, N., Fisk, A. D., Hertzog, C., Nair, S. N., Rogers, W. A., & Sharit, J. (2006). Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE). Psychology and Aging, 21(2), 333.
  • Douglas, J., Iversen, E., & Kalyandurg, C. (2004). Engineering in the K-12 classroom: An analysis of current practices and guidelines for the future. ASEE Engineering K12 Center.
  • Faber, M., Unfried, A., Wiebe, E. N., Corn, J. Townsend, L.W. & Collins, T. L. (2013). Student attitudes toward STEM: The development of upper elementary school and middle/high school student surveys. 120th ASSE Annual Conference & Exposition. Atlanta, GA.
  • Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
  • Kline, R. B. (2011). Principal and practice of structural equation modeling (3. Baskı). New York: The Guilford Press.
  • Liu, Y., & Szabo, Z. (2009). Teachers’ attitudes toward technology integration in schools: A four‐year study. Teachers and Teaching: theory and practice, 15(1), 5-23.
  • Lovelace, M., & Brickman, P. (2013). Best practices for measuring students’ attitudes toward learning science. CBE-Life Sciences Education, 12(4), 606-617.
  • Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 27–47.
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907.
  • Milli Eğitim Bakanlığı (2007). Bilim ve sanat merkezleri yönergesi. Ankara: Milli Eğitim Basımevi.
  • Moore, T. J., Stohlmann, M. S., Wang, H.-H., Tank, K. M., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In J. Strobel, S¸ . Purzer, & M. Cardella (Eds.), Engineering in precollege settings: Research into practice. West Lafayette, IN: Purdue Press.
  • National Research Council (U.S.)., Donovan, S., Bransford, J., & National Research Council (U.S.). (2005). How students learn. Washington, D.C: National Academies Press.
  • National Research Council. (2009). Engineering in K–12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press.
  • National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Committee on highly successful science programs for K-12 science education. Board on science education and board on testing and assessment, division of behavioral and social sciences and education. Washington, DC: National Academies Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • Oh, Y. J., Jia, Y., Lorentson, M., & Labanca, F. (2012). Development of the educational and career interest scale in science, technology, and mathematics for high school students. Journal of Science Education and Technology, December, 1–11.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
  • Pallant, J. (2010). SPSS, Survival manual: Step by step guide to data analysis using SPSS. (4. Baskı). Maidenhead: Open University Press.
  • Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48(2), 285-300.
  • President’s Council of Advisors on Science and Technology (2012). Report to the president. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast- executive-report-final_2-13-12.pdf adresinden alınmıştır.
  • Purzer, S., Strobel, J., & Cardella, M. E. (2014). Engineering in pre-college settings: synthesizing research, policy, and practices. Purdue University Press.
  • Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, December/January, 20–26.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı Yayıncılık
  • Simsek, Ö. F. (2007). Yapisal esitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamalari. Ankara: Ekinoks Yayıncılık.
  • Sjaastad, J. (2012). Sources of Inspiration: The role of significant persons in young people's choice of science in higher education. International Journal of Science Education, 34(10), 1615-1636.
  • Smith, J., & Karr-Kidwell, P. J. (2000). The Interdisciplinary Curriculum: A Literary Review and a Manual for Administrators and Teachers. http://files.eric.ed.gov/fulltext/ED443172.pdf adresinden alınmıştır.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson Education, Inc./Allyn & Bacon.
  • Tabata, L. N., & Johnsrud, L. K. (2008). The impact of faculty attitudes toward technology, distance education, and innovation. Research in Higher Education, 49(7), 625-646.
  • Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16.
  • Thomas, J., & Williams, C. (2010). The history of specialized STEM schools and the formation and role of the NCSSSMST. Roeper Review, 32, 17-24.
  • Thornburg, 2009. Five challenges in science education. http://www.tcse-k12.org/pages/science.pdf adresinden alınmıştır.
  • TUBİTAK Vizyon 2023 Projesi Raporu (2004). http://www.tubitak.gov.tr/tr/kurumsal/politikalar/icerik-vizyon-2023 adresinden alınmıştır.
  • Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 345–368.
  • Yıldırım, B., & Selvi, M. (2015). Adaptation of STEM attitude scale to Turkish. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(3), 1107-1120.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Hülya Yılmaz Bu kişi benim

Melike Yiğit Koyunkaya Bu kişi benim

Fulden Güler Bu kişi benim

Selcen Güzey Bu kişi benim

Yayımlanma Tarihi 15 Eylül 2017
Kabul Tarihi 1 Şubat 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 25 Sayı: 5

Kaynak Göster

APA Yılmaz, H., Yiğit Koyunkaya, M., Güler, F., Güzey, S. (2017). Fen, Teknoloji, Mühendislik, Matematik (STEM) Eğitimi Tutum Ölçeğinin Türkçe’ye Uyarlanması. Kastamonu Education Journal, 25(5), 1787-1800.

10037