A validity and reliability study of the Basic STEM Skill Levels Perception Scale

Korkmaz, Özgen; Çakır, Recep; Erdoğmuş, Feray Uğur

doi:10.17220/ijpes.2020.02.010

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…These findings align with the cutoff criteria established by Cohen (2000), suggesting acceptable internal consistency across all four scales. It is worth noting that similar studies in the literature (Korkmaz & Erdoğmuş, 2020;Taber, 2018;Zakariya, 2022) have also reported high values for the Cronbach's alpha reliability coefficient, further supporting the reliability of the measures employed in this research.…”

Section: Initial Assessment and Pre-intervention Findingssupporting

confidence: 84%

Innovative Learning Activities for Ethnically Diverse Students in Macedonian Science Education

Rusevska,

Barandovski,

Petruševski

et al. 2024

CEPSj

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A game-based approach is widely used to increase students’ motivation through their active participation, whereby research is interwoven with fun and competition is incorporated with cooperation. Working in teams or groups encourages students to exchange their opinions, to try to find solutions together or to win a game. In this way, they learn and improve skills such as collaboration and responsibility. Several activities involving the 5E model as part of inquiry-based science education and an escaperoom as part of game-based learning were used in science classes (chemistry, biology and physics). The activities were designed on three different topics – gases, ecology and electrical circuits – within the project “Diversity in Science towards Social Inclusion – Non-formal Education in Science for Students’ Diversity”. The activities focused on the students’ self-concept towards science, interest in the subject, motivation and careeraspirations in STEM, as well as the effectiveness of the implemented activities. The study aimed to assess the potential advantages of implementing activities in an ethnically diverse environment, benefiting both students and teachers. Pre- and post-questionnaires were designed and distributed to 190 students from various primary and secondary schools in Macedonia. The present paper provides an overview of game-based activities as well as a brief analysis of the pre- and post-questionnaire responses fromstudents, focusing on the topic of ecology.

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Section: Initial Assessment and Pre-intervention Findingssupporting

confidence: 84%

Innovative Learning Activities for Ethnically Diverse Students in Macedonian Science Education

Rusevska,

Barandovski,

Petruševski

et al. 2024

CEPSj

View full text Add to dashboard Cite

show abstract

“…The factor loadings of 23 items of the scale were located between 0.181 and 0.600 without being exposed to rotation; however, by means of the varimax steep rotation technique, they were located between 0.425 and 0.775. The literature for behavioral science suggests that at least 40% of the total variance is sufficient [88,89]. Thus, 49.541% of the total variance is explained by the items and factors included in the scale of this study.…”

Section: Construct Validitymentioning

confidence: 79%

Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices

Camacho-Tamayo

Bernal-Ballén

2023

Education Sciences

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This study aims to describe the analysis of the validity and reliability of an instrument that determines the self-perception of natural science teachers using the STEAM approach regarding the planning, development, and evaluation of their pedagogical activities. For its design, empirical studies were obtained from a bibliographic review, theoretical criteria on self-perception and STEAM approach, and population characteristics. For the instrument quality assessment, content validity parameters were analyzed by experts, and construct validity and reliability were assessed with the help of the SPSS statistical package. Ten educational doctors served as expert judges and 143 teachers (pre-service and in-service) participated in the pilot test. As the main finding, the instrument applied to a sample presents a high reliability coefficient (Cronbach’s alpha = 0.920) and validity (KMO = 0.903) in three factors after performing a factor analysis. Thus, it is concluded that the instrument has structure and coherence both in its internal consistency and meaning grid, which facilitates progress in understanding the self-perception of using the STEAM approach in didactic practices in natural sciences.

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“…Data of this study were collected using the "Basic STEM Skill Levels Perception Scale" which was improved by Korkmaz, Çakır and Uğur Erdoğmuş (2020). A pilot study was conducted with 723 students at the Education Faculty and Technology at Amasya University for the original scale.…”

Section: Instrumentmentioning

confidence: 99%

Secondary School Students’ Basic STEM Skill Levels according to their Self-Perceptions: A Scale Adaptation

Korkmaz

Çakır

Erdoğmuş

2021

Participatory Educational Research

Self Cite

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In addition to the studies on what the 21st century skills are, how these skills will be gained by the students, that is, after completing the K-12 and university education, the problem of how the students will graduate with these skills has become one of the most important questions waiting for an answer all over the world and it has been an issue for the world of education. STEM (Science, Technology, Engineering and Mathematics) education approach has the potential to respond to these questions to some extent. The purpose of this study is to adapt 'the basic STEM skills level self-perception' scale which was formerly designed to measure the STEM skills levels of the university students within their self-perception, to the secondary school level and define secondary school students' basic STEM skills levels within their self-perception. This study was conducted in a descriptive survey model. The participants were 501 middle school students. Data of this study were collected using the "Basic STEM Skill Levels Perception Scale". Exploratory factor analysis was run to figure out the construct validity of the instrument. Item discrimination was tested by observing the differentiation between groups of 27% and top 27%. As a result: 'Basic STEM Skill Levels Scale' was adapted to the level of secondary school. The scale is a 7point Likert-type scale containing of 23 items that can be categorized three factors. Within their self-perceptions, students' basic STEM skills in science and mathematics are at intermediate level. However, it is seen that the basic STEM skills related to the field of engineering and technology are relatively low. There is a similarity between students' genders in science and engineering -technology factors.

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A validity and reliability study of the Basic STEM Skill Levels Perception Scale

Cited by 8 publications

References 10 publications

Innovative Learning Activities for Ethnically Diverse Students in Macedonian Science Education

Innovative Learning Activities for Ethnically Diverse Students in Macedonian Science Education

Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices

Secondary School Students’ Basic STEM Skill Levels according to their Self-Perceptions: A Scale Adaptation

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