A study of STEM Awareness Scale development for high school teachers&lt;p&gt;Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması

Çevik, Mustafa

doi:10.14687/jhs.v14i3.4673

Cited by 18 publications

(8 citation statements)

References 12 publications

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“…Additionally, it was concluded that the STEM attitudes and achievements of female students were higher than those of male students (Karakaya & Avgın, 2016;Knezek, Christensen & Tylor-Wood, 2011). There are also results showing that there is no significant difference between teachers or pre-service teachers' STEM awareness and STEM attitudes based on the gender variable (Aydın, Saka, & Guzey, 2017;Bakırcı & Karışan, 2018;Çevik, 2017;Hacıömeroğlu, 2017;Simon, Wagner, & Killion, 2017). These results supported the results of this study.…”

Section: Discussionsupporting

confidence: 86%

Investigation of the Relationship between the STEM Awareness and Questioning Skills of Pre-Service Teachers

Çetin

2020

IJRES

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This study aims to investigate the relationship between pre-service form, elementary mathematics and elementary science teacher’s STEM awareness and questioning skills. In addition to this aim, whether differences existed or not was also investigated in terms of the gender, class level and department variables. A total of 195 pre-service teachers participated in the study from the 3rd and 4thyears in the fall semester of the academic year of 2019-2020. The STEM Awareness and Questioning Skills Scales were used in this correlation study. Non-parametric tests were used in data analysis. For the STEM awareness positive opinion dimension, statistically significant differences were found in favour of the 4thyear participants. For the questioning skills knowledge control dimension, a statistically significant difference was found according to the gender in favour of the male participants. A medium-level positive relationship was found between the STEM awareness positive opinion dimension and the questioning skills dimensions, while a low-level relationship was found between the negative opinions and questioning skills dimensions.

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Section: Discussionsupporting

confidence: 86%

Investigation of the Relationship between the STEM Awareness and Questioning Skills of Pre-Service Teachers

Çetin

2020

IJRES

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“…The factors that were identified by receiving expert opinions are the teacher (Factor 1), planning and implementation (Factor 2), and student (Factor 3). Noteworthily, a similar scale development study in the literature found the following factor names: STEM's effect on the student, STEM's effect on the lesson, and STEM's effect on the teacher (Cevik, 2017). For example, the "I have sufficient knowledge about STEM education."…”

Section: Discussionmentioning

confidence: 95%

“…In addition, the increase in scale development and adaptation studies in the literature related to STEM and science teachers draws attention (Corlu et al, 2014;Derin, Aydin & Kirkic, 2017;Hacıomeroglu & Bulut, 2016;Unlu, Dokme, & Veli, 2016). When examining these studies, they are seen to mostly focus on affective factors such as attitudes (Derin, Aydin & Kirkic, 2017), motivation (Donmez, 2020), and awareness (Buyruk & Korkmaz, 2016;Cevik, 2017). No scale study was found regarding obtaining teachers' opinions toward STEM clubs or the work carried out by these clubs.…”

Section: Discussionmentioning

confidence: 99%

“…In the related literature, there are many scale development studies in the field of STEM (Cevik, 2017;Faber et al, 2013;Guzey, Harwell & Moore, 2014;Milner, Horan & Tracey, 2014). When these studies are examined in detail; we have seen that they focus mostly on cognitive and affective areas such as awareness of STEM fields (Cevik, 2017), attitude towards STEM (Buyruk & Korkmaz, 2016, Faber et al, 2013, self-efficacy (Milner, Horan & Tracey, 2014). However, to increase the capacity and impact of STEM studies, the studies should be evaluated according to specific criteria.…”

Section: Introductionmentioning

confidence: 99%

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STEM Club Evaluation Scale: Validity and Reliability Study

GÖKÇE¹,

Eroğlu²,

Karaca

et al. 2022

J. Sci. Learn.

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In STEMNET's report, 76% of 500 teachers interviewed stated that joining the STEM Club increased students' ability to solve real-world problems. This study aims to develop a valid and reliable measurement tool for evaluating STEM clubs. The research sample consisting of 149 teachers who carry out STEM club activities in schools in Turkey was determined using the purposive sampling method. Content and construct validity and reliability analyses have been performed for this purpose. To ensure content validity, (1) a pool of questions based on the literature was created, (2) draft scale items were determined, (3) an expert was allowed to check them, and (4)item difficulty and discrimination index were calculated. To ensure construct validity, (1) exploratory factor analyses (EFA) and (2) confirmatory factor analyses (CFA) were performed on both the same and different samples. As a result of the analyses, having the same data set be analyzed with different software was sufficient for verifying the factor structure. A three-factor structure consisting of 29 items was obtained, which explains 52% of the variance. Cronbach’s alpha of reliability for the overall scale was calculated as .92. As a result, a valid and reliable scale was determined to have been developed for researchers and program practitioners to evaluate STEM clubs. Suggestions have been made that the scale can be used on STEM clubs at the provincial, district, and school levels to determine their efficiency and productivity.

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“…STEM eğitiminin doğru uygulanabilmesi ve eğitim sistemimiz ile uyumluluğunun sağlanabilmesi için öğretmenlerin görüşleri de önem arz etmektedir. STEM alanlarında geliştirilen ölçekler incelendiğinde ise, ortaokul öğrencilerine ve öğretmen adaylarına yönelik olduğu görülmektedir (Çorlu, Capraro ve Çorlu, 2015;Koyunlu Ünlü, Dökme ve Ünlü 2016;Çevik, 2017). Ayrıca Çevik (2017)'in STEM alan öğretmenlerinin farkındalıklarını ölçmeye yönelik geliştirdiği ölçek alan yazına katkı sağlamaktadır.…”

Section: Sonuç Ve Tartışmaunclassified

Fen Bilimleri Öğretmenlerinin STEM Hakkındaki Görüşlerinin Belirlenmesine Yönelik Ölçek Geliştirme Çalışması

Biçer¹,

Uzoğlu²,

Bozdoğan³

2018

OPUS Uluslararası Toplum Araştırmaları Dergisi

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The aim of this study is to develop a scale of view of stem in order to determine the views of Science teachers about stem. Study group of this research is constituted by 115 science teachers from Kayseri and its around in the academic year of 2016-2017. The survey model was used from quantitative research patterns. First of all, a 42-point draft scale was developed by using the relevant literature and expert views in the scale development process. A draft scale was applied to 115 science teachers working in Kayseri province. Descriptive and confirmatory factor analyses were performed for the validity and reliability calculations of the draft scale. As a result of exploratory factor analysis, 13 items were removed from the scale. The Cronbach Alpha internal consistency coefficient for 29 substances was calculated as 0.912. As a result of the factor analysis, it was determined that the draft scale exhibited a 4-factor structure and the total variance was calculated as 70.7%. Confirmatory factor analysis was performed to verify the validity of the scale and increase the evidence status. A scale of 26-item 4-factor structure, which validated the validity of the confirmatory factor analysis, has been formed. Reliability coefficient of the whole scale was calculated as 0.920

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A study of STEM Awareness Scale development for high school teachers<p>Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması

Cited by 18 publications

References 12 publications

Investigation of the Relationship between the STEM Awareness and Questioning Skills of Pre-Service Teachers

Investigation of the Relationship between the STEM Awareness and Questioning Skills of Pre-Service Teachers

STEM Club Evaluation Scale: Validity and Reliability Study

Fen Bilimleri Öğretmenlerinin STEM Hakkındaki Görüşlerinin Belirlenmesine Yönelik Ölçek Geliştirme Çalışması

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