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Adaptation of Character and Values as Global Citizens Assessment Questionnaire into Turkish: Validity and Reliability Study

Yıl 2017, Cilt: 42 Sayı: 42, 74 - 85, 01.07.2017

Öz

The purpose of this study was to generate a Turkish version of the Character and
Values as Global Citizens Assessment (CVGCA) questionnaire originally developed
by Lee, Yoo, Choi, Kim, Krajcik, Herman and Zeidler (2013). The CVGCA
questionnaire composed of three structural characteristics -ecological
worldview, social and moral compassion, and socioscientific
accountability.  The Turkish version of
the scale was administered to 241 junior and senior pre-service science
teachers.  Exploratory factor analysis
(EFA) was conducted and produced a four factor structure for the Turkish
version of the CVGCA questionnaire that included: sustainable development,
empathetic concerns, moral and ethical sensitivity, and willingness to act. In
order to check the factor structure explored by EFA, the CFA analysis was
followed. CFA analysis confirmed the four factor structures found in EFA
analysis. This study provided a valid and reliable Turkish version of CVGCA
questionnaire for future studies.

Kaynakça

  • Baumgartner, H., ve Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International journal of Research in Marketing, 13(2), 139-161.
  • Berkowitz, M.W., ve Simmons, P. (2003). Integrating science education and character education. D.L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 117–138). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Bijker, W. E., Hughes, T. P., Pinch, T., ve Douglas, D. G. (2012). The social construction of Technological systems: New directions in the sociology and history of technology. Cambridge: MIT press.
  • Boyes, E., Skamp, K., ve Stanistreet, M. (2009). Australian secondary students’ views about Global warming: Beliefs about actions, and willingness to act. Research in Science Education, 39, 661–680.
  • Browne, M. W., ve Cudeck, R. (1993). Alternative ways of assessing model fit. K. A. Bollen ve J. S. Long (Eds.), Testing structural equation models (pp. 136 –162). Newbury Park, CA: Sage.
  • Choi, K., Lee, H., Shin, N., Kim, S. W., & Krajcik, J. (2011). Re‐conceptualization of Scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670-697.
  • Davis, M. H. (1980). A multi-dimensional approach to individual differences in empathy. Catalog of Selected Documents in Psychology, 10 (p.85).
  • Davies, L., ve Pike, G. (2008). Global citizenship education. R, Lewin (Ed.), Handbook of practice and research in study abroad: Higher education and the quest for global citizenship, (61-78). United Kingdom: Routledge
  • DeVellis, R. F. (2003). Scale development: Theory and applications New York: Sage publications.
  • European Comission (2015). Science Education for Responsible Citizenship. İnternet’ten 20 Kasım 2016’da http://ec.europa.eu/research/swafs/pdf/pub_science_education/KI-NA-26-893-EN-N.pdf adresinden alınmıştır.
  • Frankel, J.R.,ve Wallen, N.E. (2006). How to Design and Evaluate Research in Education. (6th ed.) The McGraw-Hill Companies, Inc.
  • Fowler, S.R., Zeidler, D.L., ve Sadler, T.D. (2009). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Teacher Education, 31(2), 279-296.
  • Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. Adapting educational and psychological tests for cross- cultural assessment, 1, 3-38.
  • Hambleton, R. K.,ve Patsula, L. (1998). Adapting tests for use in Multiple languages and cultures. Social indicators research, 45(1-3), 153-171.
  • Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.
  • Ullman, J. B. (2007). Structural Equation Modelling. B. G. Tabachnick & L. S. Fidell (Eds.), Using Multivariate Statistics (pp. 676-780). (5th ed.). Boston, US: Allyn& Bacon.
  • Isin, E. F., ve Wood, P. K. (1999). Citizenship and identity (Vol. 448). New York: Sage Publication.
  • Karatay, H. (2011). Transfer of values in the Turkish and Western children's literary works: Character education in Turkey. Educational Research and Reviews, 6(6), 472-480.
  • Keyman, F., ve İçduygu, A. (2013). Citizenship in a global world: European questions and Turkish experiences. United Kingdom: Routledge.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Lee, H., Chang, H., Choi, K., Kim, S. W., & Zeidler, D. L. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education, 34(6), 925-953.
  • Lee, H., Yoo, J., Choi, K., Kim, S. W., Krajcik, J., Herman, B. C., ve ark. (2013). Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079-2113.
  • Ministry of Education (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi.
  • Moedas, C. (2015). Open Innovation, Open Science, Open to the World. European Commission Speech. İnternet’ten 10 Mart 2016’da http://europa.eu/rapid/press-release_SPEECH-15-5243_en.htm adresinden alınmıştır
  • Mueller, M. P., ve Tippins, D. J. (2010). van Eijck and Roth’ s utilitarian science education: Why there calibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive. Cultural Studies of Science Education, 5(4), 993-1007
  • Mueller, M. P., ve Zeidler, D. L. (2010). Moral–ethical character and science education: Ecojustice ethics through socioscientific issues (SSI). Tippins, D., Mueller, M. P., van Eijik, M., ve Adams, J. D., (Ed.), Cultural studies and environmentalism (pp. 105-128). Springer Netherlands.
  • National Research Council. (1996). National science education standards. Washington: National Academy Press 262.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington: National Academies Press.
  • Osborne, J., ve Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.
  • Roth, W. M. (2003). Scientific literacy as an emergent feature of collective human praxis. Journal of Curriculum Studies, 35(1), 9-23.
  • Schermelleh-Engel, K., ve Moosbrugger, 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
  • Tabachnick, B. G., ve Fidell, L. S. (2007). Experimental designs using ANOVA. United Kingdom: Thomson/Brooks/Cole.
  • Thornberg, R., ve Oğuz, E. (2016). Moral and citizenship educational goals in values education: A cross-cultural study of Swedish and Turkish student teachers' preferences. Teaching and Teacher Education, 55, 110-121.
  • Zeidler, D.L. ve Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. D.L. Zeidler (Ed.), the role of moral reasoning on socioscientific issues and discourse in science education (pp. 7-38). The Netherlands: Kluwer Academic Press.
  • Zeidler, D. L.,ve Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49-58.

Dünya Vatandaşlığı İçin Karakter ve Değerler Ölçeğinin Türkçe’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

Yıl 2017, Cilt: 42 Sayı: 42, 74 - 85, 01.07.2017

Öz

Bu çalışmanın amacı  Lee, Yoo, Choi,
Kim, Krajcik, Herman ve Zeidler (2013) tarafından geliştirilen Dünya
Vatandaşlığı İçin Karakter ve Değerler Ölçeği’nin (DVKDÖ)Türkçe uyarlaması
geçerlik ve güvenirlik araştırmasını yapmaktır. Ölçek üç yapısal karakteristiğe
sahiptir; ekolojik dünya görüşü, toplumsal ve ahlaki merhamet, ve sosyobilimsel
hesap verebilirlik. Ölçek fen bilgisi öğretmenliği programında öğrenim görmekte
olan 241 adet üçüncü ve dördüncü sınıf öğrencisine uygulanmıştır. Açımlayıcı
faktör analizi sonucuna göre ölçek sürdürülebilir kalkınma, empatik endişeler,
ahlaki ve etik duyarlılık, harekete geçme isteği olmak üzere dört alt boyuttan
oluşmaktadır. Açımlayıcı faktör analizinde ortaya çıkan boyutları test etmek
için doğrulayıcı faktör analizi yapılmıştır.



 Doğrulayıcı faktör analizi sonuçlarının
da dört boyutu desteklediği ( faktör analiz sonuçları 1 den 4 e sırası ile:
0.70, 0.70,
0.45, ve 0.53)
görülmüştür. Bu çalışma literatüre Dünya vatandaşlığı
için karakter ve değerler ölçeğinin geçerli ve güvenilir bir uyarlama örneği
sunmaktadır.

Kaynakça

  • Baumgartner, H., ve Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International journal of Research in Marketing, 13(2), 139-161.
  • Berkowitz, M.W., ve Simmons, P. (2003). Integrating science education and character education. D.L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 117–138). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Bijker, W. E., Hughes, T. P., Pinch, T., ve Douglas, D. G. (2012). The social construction of Technological systems: New directions in the sociology and history of technology. Cambridge: MIT press.
  • Boyes, E., Skamp, K., ve Stanistreet, M. (2009). Australian secondary students’ views about Global warming: Beliefs about actions, and willingness to act. Research in Science Education, 39, 661–680.
  • Browne, M. W., ve Cudeck, R. (1993). Alternative ways of assessing model fit. K. A. Bollen ve J. S. Long (Eds.), Testing structural equation models (pp. 136 –162). Newbury Park, CA: Sage.
  • Choi, K., Lee, H., Shin, N., Kim, S. W., & Krajcik, J. (2011). Re‐conceptualization of Scientific literacy in South Korea for the 21st century. Journal of Research in Science Teaching, 48(6), 670-697.
  • Davis, M. H. (1980). A multi-dimensional approach to individual differences in empathy. Catalog of Selected Documents in Psychology, 10 (p.85).
  • Davies, L., ve Pike, G. (2008). Global citizenship education. R, Lewin (Ed.), Handbook of practice and research in study abroad: Higher education and the quest for global citizenship, (61-78). United Kingdom: Routledge
  • DeVellis, R. F. (2003). Scale development: Theory and applications New York: Sage publications.
  • European Comission (2015). Science Education for Responsible Citizenship. İnternet’ten 20 Kasım 2016’da http://ec.europa.eu/research/swafs/pdf/pub_science_education/KI-NA-26-893-EN-N.pdf adresinden alınmıştır.
  • Frankel, J.R.,ve Wallen, N.E. (2006). How to Design and Evaluate Research in Education. (6th ed.) The McGraw-Hill Companies, Inc.
  • Fowler, S.R., Zeidler, D.L., ve Sadler, T.D. (2009). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Teacher Education, 31(2), 279-296.
  • Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. Adapting educational and psychological tests for cross- cultural assessment, 1, 3-38.
  • Hambleton, R. K.,ve Patsula, L. (1998). Adapting tests for use in Multiple languages and cultures. Social indicators research, 45(1-3), 153-171.
  • Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.
  • Ullman, J. B. (2007). Structural Equation Modelling. B. G. Tabachnick & L. S. Fidell (Eds.), Using Multivariate Statistics (pp. 676-780). (5th ed.). Boston, US: Allyn& Bacon.
  • Isin, E. F., ve Wood, P. K. (1999). Citizenship and identity (Vol. 448). New York: Sage Publication.
  • Karatay, H. (2011). Transfer of values in the Turkish and Western children's literary works: Character education in Turkey. Educational Research and Reviews, 6(6), 472-480.
  • Keyman, F., ve İçduygu, A. (2013). Citizenship in a global world: European questions and Turkish experiences. United Kingdom: Routledge.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Lee, H., Chang, H., Choi, K., Kim, S. W., & Zeidler, D. L. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education, 34(6), 925-953.
  • Lee, H., Yoo, J., Choi, K., Kim, S. W., Krajcik, J., Herman, B. C., ve ark. (2013). Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079-2113.
  • Ministry of Education (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi.
  • Moedas, C. (2015). Open Innovation, Open Science, Open to the World. European Commission Speech. İnternet’ten 10 Mart 2016’da http://europa.eu/rapid/press-release_SPEECH-15-5243_en.htm adresinden alınmıştır
  • Mueller, M. P., ve Tippins, D. J. (2010). van Eijck and Roth’ s utilitarian science education: Why there calibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive. Cultural Studies of Science Education, 5(4), 993-1007
  • Mueller, M. P., ve Zeidler, D. L. (2010). Moral–ethical character and science education: Ecojustice ethics through socioscientific issues (SSI). Tippins, D., Mueller, M. P., van Eijik, M., ve Adams, J. D., (Ed.), Cultural studies and environmentalism (pp. 105-128). Springer Netherlands.
  • National Research Council. (1996). National science education standards. Washington: National Academy Press 262.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington: National Academies Press.
  • Osborne, J., ve Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.
  • Roth, W. M. (2003). Scientific literacy as an emergent feature of collective human praxis. Journal of Curriculum Studies, 35(1), 9-23.
  • Schermelleh-Engel, K., ve Moosbrugger, 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
  • Tabachnick, B. G., ve Fidell, L. S. (2007). Experimental designs using ANOVA. United Kingdom: Thomson/Brooks/Cole.
  • Thornberg, R., ve Oğuz, E. (2016). Moral and citizenship educational goals in values education: A cross-cultural study of Swedish and Turkish student teachers' preferences. Teaching and Teacher Education, 55, 110-121.
  • Zeidler, D.L. ve Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. D.L. Zeidler (Ed.), the role of moral reasoning on socioscientific issues and discourse in science education (pp. 7-38). The Netherlands: Kluwer Academic Press.
  • Zeidler, D. L.,ve Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49-58.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Dilek Karışan

Özgül Yılmaz Tüzün

Yayımlanma Tarihi 1 Temmuz 2017
Gönderilme Tarihi 6 Ocak 2017
Kabul Tarihi 24 Şubat 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 42 Sayı: 42

Kaynak Göster

APA Karışan, D., & Yılmaz Tüzün, Ö. (2017). Dünya Vatandaşlığı İçin Karakter ve Değerler Ölçeğinin Türkçe’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 42(42), 74-85.