Laboratuvar öz yeterlik ölçeği geliştirme çalışması

Akkuş, Adem

doi:10.33711/yyuefd.800917

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…When the literature is examined, in terms of measuring self-efficacy in the field of science, a number of examples can be found, such as a science teaching self-efficacy belief scale, an environmental education self-efficacy scale (Özlü et al, 2013), a selfefficacy scale for laboratory practices in science teaching (Aka, 2016), a self-efficacy belief scale related to knowledge and instruction of the nature of science (Tatar & Özenoğlu, 2018), and a laboratory self-efficacy scale (Akkuş, 2020). Moreover, there are also studies related to developing pre-service teachers' competences for science (Kazempour & Sadler, 2015;Knaggs & Sondergeld, 2015;Menon & Sadler, 2016), teaching science (Hechter, 2011;Mulholland & Wallace, 2001;Narayan & Lamp, 2010;Palmer, 2006;Ramey-Gassert & Shroyer, 1992;Velthuis et al, 2014) and the factors affecting the argumentation instruction (Atabey et al, 2020).…”

Section: Self-efficacy For Argumentationmentioning

confidence: 99%

Development of Self-Efficacy for Argumentation Scale

Kıran¹,

Feyzioğlu²

2021

Kuramsal Eğitimbilim

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The aim of the study is to develop a "Self-Efficacy Scale for Argumentation" (SEAS). The participants of the study consisted of 879 pre-service elementary teachers. In order to examine construct validity of SEAS, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. The initial solution of the EFA results revealed that three-factor structure consisting of 24 items called "Effort", "Confidence" and "Determination" for argumentation was obtained. Since the factor-item correlations were not significant for the "Determination" scale (p>.05), the two-factor structure consisting of the "Effort" and "Confidence" for argumentation was validated by the repeated CFA. The accepted fit indices for the repeated CFA results were X 2 /sd=2.62; p<.001; RMSEA=.07; S-RMR=.05; NFI=.86; CFI=.91; GFI=.87. The moderate and significant correlation coefficients between the scores of the SEAS with the scale of "Inquiry Learning Skills Perception in Science" (Taşkoyan, 2008) proved the criterion validity of the SEAS. The test-retest reliability of the SEAS was found to be moderate and significant. The internal consistency of SEAS is .93. Finally, a significant difference between the upper and lower groups means that the item discrimination of the SEAS is high.

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Section: Self-efficacy For Argumentationmentioning

confidence: 99%

Development of Self-Efficacy for Argumentation Scale

Kıran¹,

Feyzioğlu²

2021

Kuramsal Eğitimbilim

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Prospective Teachers’ Creativity Fostering Behaviors, Perceptions on Their Technology Skills and Success in Project Based Material Development

Oskay

2015

PEC

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In this study it was determined how pre-service chemistry teachers’ creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers’ creativity fostering behaviours, “Creativity Fostering Teacher Index Scale” which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers’ perceptions on their technology skills, “Application Based Educational Technology and Material Development Skills Scale” consisting 46 items and developed by Akgül (2010) was used. Descriptive Statistics of “Creativity Fostering Teacher Index Scale” and “Application Based Educational Technology and Material Development Skills Scale” show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers’ creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course. Key words: creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers, project based educational technology and material development.

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Laboratuvar öz yeterlik ölçeği geliştirme çalışması

Cited by 2 publications

References 26 publications

Development of Self-Efficacy for Argumentation Scale

Development of Self-Efficacy for Argumentation Scale

Prospective Teachers’ Creativity Fostering Behaviors, Perceptions on Their Technology Skills and Success in Project Based Material Development

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