Okul Öncesi Eğitime Yönelik Teknolojik Pedagojik Alan Bilgisi (TPAB) Ölçeğinin Geçerlik ve Güvenilirlik Çalışması

Yıl 2023, , 1 - 27, 01.05.2023

Zeliha Buket Yalçın , Ali Yiğit Kutluca

https://doi.org/10.21666/muefd.1072821

Cited By: 1

Öz

Bu araştırmanın temel amacı okul öncesi eğitime özgü teknolojik pedagojik alan bilgisi (TPAB) ölçeğini literatüre kazandırmaktır. Araştırmanın ikincil amacı ise okul öncesi öğretmenlerinin TPAB düzeylerinin yaş, kıdem ve öğrenim düzeyine göre istatistiksel anlamlılığını test etmektir. Araştırmaya toplamda 311 okul öncesi öğretmeni katılmıştır. Katılımcıların 42 maddeden oluşan ölçekten aldıkları puanlar üzerinde öncelikle açımlayıcı (AFA) ve doğrulayıcı (DFA) faktör analizleri ve Cronbach Alpha güvenirlik analizleri yapılmıştır. AFA sonucunda yapıyı bozan dört madde ölçekten çıkarılmıştır. DFA sonuçları, ölçeğin uyum iyiliği indekslerinin çoğunun mükemmel uyum kriterine uyduğunu göstermiştir. Cronbach Alpha güvenirlik analizi sonrası ölçeğin iç tutarlık katsayısı 0,95 olarak hesaplanmıştır. Araştırmanın ikinci aşamasında ölçek verileri üzerinde sırasıyla normallik testi, betimsel istatistik, Kruskal Wallis-H testi ve Pearson korelasyon analizi gerçekleştirilmiştir. Analiz sonuçları, katılımcı öğretmenlerin TPAB düzeylerinin yüksek olduğunu ve yaş, kıdem ve öğrenim düzeyine anlamlı olarak farklılaşmadığını göstermiştir. Ayrıca TPAB toplam puanları ile alt boyut puanları arasında pozitif-yüksek ve anlamlı bir ilişkinin olduğu ortaya çıkmıştır. Bu sonuçlar ışığında, okul öncesi eğitim literatürüne kazandırılan ölçeğin farklı bağlamlarda kullanılmasının sonuçların çeşitliliği açısından literatüre katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

Okul Öncesi Öğretmenleri, Teknoloji, Teknolojik Pedagojik Alan Bilgisi, TPAB, Okul Öncesi Eğitim

Validity and Reliability Study of the Technological Pedagogical Content Knowledge (TPACK) Scale for Preschool Education

Öz

The main purpose of this study is to bring the technological pedagogical content knowledge (TPACK) scale specific to preschool education to the literature. The secondary aim of the study is to test the statistical significance of preschool teachers' TPACK levels according to age, seniority and education level. A total of 311 preschool teachers participated in this study. First of all, exploratory (EFA) and confirmatory (CFA) factor analyzes and Cronbach Alpha reliability analyzes were performed on the scores of the participants from the 42-item scale. As a result of EFA, four items that disrupted the structure were removed from the scale. The CFA results showed that most of the goodness-of-fit indices of the scale fit the perfect fit criterion. After the Cronbach Alpha reliability analysis, the internal consistency coefficient of the scale was calculated as 0.95. In the second stage of the study, normality test, descriptive statistics, Kruskal Wallis-H test and Pearson correlation analysis were performed on the scale data, respectively. The results of the analysis showed that the TPACK levels of the participating teachers were high and did not differ significantly according to age, seniority and education level. In addition, it was revealed that there was a positive-high and significant relationship between TPACK total scores and sub-dimension scores. In the light of these results, it is thought that the use of the scale introduced in the preschool education literature in different contexts will contribute to the literature in terms of the diversity of the results.

Anahtar Kelimeler

Preschool Teachers, Technology, Technological Pedagogical Content Knowledge, TPACK, Preschool Education

Kaynakça

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