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Fen Bilimleri Öğretmen Adaylarının Öğrenciyi Anlama Öz - Yeterlilik Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Yıl 2019, Cilt: 10 Sayı: 20, 84 - 129, 31.12.2019

Öz

Bu çalışmanın amacı, fen bilimleri öğretmen adaylarının öğrenciyi anlama öz yeterliliklerini belirlemek için bir ölçme aracı geliştirmektir. Araştırma iki grup örneklem üzerinden yürütülmüştür. Birinci grup örneklem Türkiye’nin farklı bölgelerinden 11 üniversitenin eğitim fakültesi fen bilimleri öğretmenliği programı 4. sınıfında öğrenim gören 502 (360’ı kadın, 142’si erkek), ikinci grup örneklem ise 8 üniversiteden 454 (289’u kadın, 165’i erkek) öğretmen adayından oluşmaktadır. Ölçeğin yapı geçerliliğini belirlemek amacıyla açımlayıcı ve doğrulayıcı faktör analizleri yapılmıştır. Ölçeğin güvenirliği için Cronbach alfa iç tutarlılık katsayısı, Sperman Brown iki yarı test korelasyon katsayısı ve test-tekrar test korelasyon katsayısı hesaplanmıştır. Açımlayıcı faktör analizi (AFA) sonucunda ölçeğin 35 maddeye sahip 5 faktörlü bir yapı sergilediği ve bu faktörlerin toplam varyansın % 58’ini açıkladığı tespit edilmiştir. Belirlenen bu beş faktörlü yapının model uyumunun değerlendirilmesi için yapılan doğrulayıcı faktör analizi (DFA) sonucunda elde edilen uyum değerleri şöyledir: χ2/sd= 2.44, RMSEA= 0.06, NFI= 0.97, CFI= 0.98, IFI= 0.98, SRMR= 0.04, GFI= 0.85 ve AGFI= 0.83’tür. FÖAY’ın güvenirlik hesaplamaları sonucu, Cronbach alfa iç tutarlılık katsayısının ölçeğin bütünü için .95, Sperman Brown iki yarı test korelasyon katsayısı .88 ve test-tekrar test korelasyon katsayısı ise .86 olarak bulunmuştur. Bu sonuçlar, fen bilimleri öğretmen adaylarının öğrenciyi anlamaya yönelik öz yeterliliklerini ölçemede, FÖAYÖ’nün 35 madde ve 5 faktörden oluşan beşli derecelendirmeye sahip geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

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  • Tschannen-Moran, M., Hoy Woolfolk, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783 –805.
  • Usher, E. L. (2009). Sources of middle school students’self-efficacy in mathematics: a qualitative investigation. American Educational Research Journal, 46(1), 275–314.
  • Van Der Werf, G., Creeemers, B., De Jong, R., & Klaver, E. (2000). Evaluation of school improvement through an educational effectiveness model: The case of Indonesia’s PEQIP Project. Comparative Education Review, 44, 329–355.
  • Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695.
  • Van Rooij, E.C.M., Fokkens-Bruinsma, M., & Goedhart, M. (2019). Preparing science undergraduates for a teaching career: Sources of their teacher selfefficacy. The Teacher Educator, 54(3), 270-294.
  • Wallace, J.,& Loughran, J. (2011). Science teacher learning. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 295– 306). New York, NY: Springer.
  • Webb-Williams, J. (2018). Science self-efficacy in the primary classroom: Using mixed methods to investigate sources of self-efficacy. Research in Science Education, 48(5), 939–961.
  • Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121–137.
  • Wigfield, A., Muenks, K., & Rosenzweig, E. Q. (2015). Children’s achievement motivation in school. In C. M. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), Routledge international handbook of social psychology of the classroom (pp.9–20). London: Routledge.
  • Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96(5), 878–903.
  • Woolfolk, A. E., Winne, P. H., Perry, N. E., & Shapka, J. (2009). Educational psychology (4th Canadian ed.). Upper Saddle River, NJ: Pearson Education.
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838.
  • Wyatt, M. (2015). Using qualitative research methods to assess the degree of fit between teachers’ reported self-efficacy beliefs and their practical knowledge during teacher education. Australian Journal of Teacher Education, 40(1), 1–30.
  • Yangin, S., & Sidekli, S. (2016). Self-Efficacy for science teaching scale development: Construct validation with elementary school teachers. Journal of Education and Training Studies, 4(10), 54-69.
  • Ying, G., Connor, C. M., Yanyun, Y. Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders’ literacy outcomes. Elementary School Journal, 113(1), 3-24.
  • Zeldin, A. L., & Pajares, F. (2000). Against the odds: self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research, 37, 215–246.
  • Zhou, S., Wang, Y., & Zhang, C. (2016). Pre-service science teachers’ PCK: Inconsistency of pre-service teachers’ predictions and student learning difficulties in Newton’s Third Law. EURASIA Journal of Mathematics, Science and Technology Education, 12(3), 373- 385.
  • Zhou, S. - N., & Xiao, H. (2018). Pre-service science teachers’ predictions on student learning difficulties in the domain of mechanics. Journal Of Baltic Science Education, 17(4), 649-661.
  • Zimmerman, B. j. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
Toplam 151 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Tufan İnaltekin 0000-0002-3843-7393

Mehpare Saka 0000-0001-9730-8607

Yayımlanma Tarihi 31 Aralık 2019
Gönderilme Tarihi 3 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 10 Sayı: 20

Kaynak Göster

APA İnaltekin, T., & Saka, M. (2019). Fen Bilimleri Öğretmen Adaylarının Öğrenciyi Anlama Öz - Yeterlilik Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 10(20), 84-129.