Examining the 4th Grade Students’ Ability to Say “No” in the Framework of Life Studies Curriculum with Many-Facet Rasch Model

Abstract

This study aims to reveal whether or not the ability to say "no", which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4 th grade students who took the class of life studies in primary school 1 st , 2 nd and 3 rd grades and therefore are expected to have gained the ability to say "no". In order to collect data, The Ability to Say "No"-Specific Cases Inventory (NSCI) developed by the researchers was employed. In order to be able to evaluate the responses given to the cases in the NSCI, the "NSCI Rubric" was developed. The data obtained from NSCI were analyzed according to the many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be able to demonstrate the basic ability to say "no" expected of them in response to specific cases; however they will not focus too much on the behavior of making an explanation about the reason why they have said "no", or, on performing alternative behaviors after saying "no".

Analysis of Laboratory Videos of Science Teacher Candidates with Many-Facet Rasch Measurement Model

“…Rasch model which is one parameter logistic model depends on Item Response Theory and explained in -Some Probabilistic Models for Intelligence and Attainment Tests‖ book by George Rasch (Rasch, 1960). Rasch model and Many-facet Rasch model approach has been used in a steadily increasing number of applications in the fields of language testing (Bonk & Ockey, 2003;Eckes, 2005), educational and psychological measurement (Yılmaz & Sözer, 2018;Köse, Sözbir & Kalender, 2017;Ismail, Roslan, Adnan, 2017;Çetin & İlhan, 2017;Chang & Engelhard, 2016;Ahmad, Ali & Zainudin, 2011;Semerci, 2011a, Semerci, 2011bKaya Uyanık, Güler, Taşdelen Teker & Demir, 2017), health sciences (Park, Kim, Cha, Minn, Kim & Kim, 2018).…”