Fen Bilimleri Öğretmenlerinin STEM Hakkındaki Görüşlerinin Belirlenmesine Yönelik Ölçek Geliştirme Çalışması

Abstract

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

Evaluation of the STEM self-efficacy of science teachers in Northern Cyprus secondary education

“…The higher rate of participation in in-service STEM education by teachers with a master's degree than by their colleagues with a bachelor's degree likely played a role in these findings. Biçer, Uzoğlu, and Bozdoğan (2019) found a significant difference in the level of education they had. The reason for this difference is that the participating teachers who had master's degrees performed more academic research and studies during their master's degree than did their colleagues who did not have a master's degree, and this factor caused these findings.…”

Ortaokul ve Lise Fen Bilimleri Öğretmenlerinin STEM Eğitimine Yönelik Anlayışları

“…Literatür incelendiğinde görüldüğü gibi Türkiye'de; STEM öğretmeni yetiştirmedeki yetersizlikler (Yıldırım, 2020), öğretmen adaylarının STEM yeterlilikleri (Türk, 2018), öğretmen STEM görüşleri (Bakırcı & Kutlu, 2018;Bölükbaşı & Görgülü Arı, 2019;Can & Uluçınar Sağır, 2018;Özbilen, 2018;Özdemir, 2019;Saçılık, 2019;Uğraş, 2017), öğretmen yeterlilikleri (Barış, 2019;Öztürk, 2017) alanlarına ilişkin çalışmalara rastlanmaktadır. Ancak pek çok çalışmada ortaokulda görevli fen bilgisi öğretmenleri ya da öğretmen adaylarına yer verilmiştir (Alan, 2017;Batı, Çalışkan & İkbal-Yetişir, 2017;Biçer Uzoğlu & Bozdoğan, 2018;Gökbayrak & Karışan, 2017;Kızılay, 2018). Fizik, kimya, biyoloji disiplinlerinin STEM eğitimi ile bütünleşik bir şekilde öğrencilere kazandırılabilmesi ve ülkelerin çağdaş, uygar ve ekonomik açıdan bağımsız bir konumda yer alabilmesi için STEM eğitimi uygulamalarını yapacak olan öğretmen yeterlilikleri önemlidir.…”