Intercultural Adaptation and Validity Study: Universal Science Literacy Scale (USLS)

Abstract

The purpose of the current study is to adapt 'The Universal Science Literacy Scale' developed by Mun, Shin, Lee, Kim, Choi, Choi and Krajcik into Turkish. The study group of the current research is comprised of a total of 645 pre-service science teachers from 6 different universities of Turkey. In the first stage of the adaptation study, the items of the original scale were translated into Turkish by ELT field experts. Then, a linguistic equivalence test was conducted for the linguistic validity of the scale. The construct validity of the scale was tested with Confirmatory Factor Analysis (CFA). The obtained findings showed that the adapted scale has the same factor structure as the original scale. In addition to this, the results of CFA revealed that the goodness-of-fit indices of the scale are quite good. Cronbach alpha internal consistency (reliability) coefficient of the scale was found to be 0.91. As a result of the analyses conducted, it was concluded that the Universal Science Literacy Scale is a valid scale that can make contributions to the relevant literature in Turkey.

Fen Bilgisi Öğretmen Adaylarının Türkiye İstatistiki Bölge Birimlerine Göre Evrensel Fen Okuryazarlık Düzeyi

“…The current study was conducted on 1088 (54.2%) first-year students and 920 (45.8%) fourth-year students; a total of 2008 students, enrolled at the science teaching departments in the education faculties of 20 universities located in 12 different statistical regions of Turkey in the spring term of 2015-2016 academic year. As the data collection tool, the 48-item "Globally Scientific Literacy Questionaire" (GSLQ) developed by Mun et al (2015) and adapted to Turkish by Çelik and Can (2017) was used. In the GSLQ scale, the sub-dimensions of Cognitive Habit, Science as Human Endeavour and Metacognition and Self-control have 13 items each while the sub-dimension of Character and Values has 9 items.…”

“…Bu çalışmalardan, Laugksch ve Spargo'nun (1996) geliştirmiş olduğu "Temel Fen Okuryazarlık" ölçeği, Türkiye literatüründe bireylerin fen okuryazarlık düzeylerinin tespit edilmesinde (Duruk, 2012;Huyugüzel Çavaş, 2009;Ulutaş, 2009;Yetişir, 2007) en sıklıkla kullanılan ölçeklerden biri olduğu gözlenmiştir. Bu ölçeğin, 1990'lı ve 2000'li yılların fen okuryazarı bireyin sahip olması gereken özellikleri üzerine kurulmasından, fen okuryazarı bireyden beklenen taleplerin zaman içerisinde değişmesinden ve ülkemiz fen öğretim programının 2013 ve 2018 yılında yenilenmesinden dolayı, yenilenen fen okuryazarlık anlayışını temsil edecek güncel bir ölçeğin varlığına ihtiyaç duyulmuştur (Çelik ve Can, 2017).…”

“…Çelik ve Can (2017) tarafından Türkçe 'ye uyarlanmış 48 maddeden oluşan bir ölçektir. Paradigması ise Laugsch ve Spargo (1996)'nun ortaya koyduğu Fen-Teknoloji-Toplum ilişkisi ve Bilimin doğası konularını içeren ölçek ileManhart (1997)'ın toplumsal perspektif, insan gayretiyle bilim ve günlük yaşamda fen bilimlerinin yeri konularını içeren ölçeğin birlikte harmanlanarak 21. yüzyıl beceri ve yeterlilikleri ile zenginleştirilmesine dayanmaktadır.…”

The Development of Textbook Based Approach To Teach Scientific Literacy At 5th Grade

“…Science literacy needs to be taught to students as it relates to understanding the knowledge of students and the application of knowledge in everyday life with regard to decision-making on the environment, health, economic, and other problems encountered in public life. [7] In addition, science literacy is thought to have a very important place in terms of improving the level of development of the society by making individuals more able to understand their environment, to establish a relationship between science and everyday life, to make their lives more meaningful, to contribute to scientific culture and to take an active role in society. Efforts by the government through the Literacy Movement School is done because of the low competence of students in Indonesia in three areas: math, science, and reading [2].…”