Fen Bilimleri Öğretmen Adaylarının Fen-Teknoloji-Mühendislik-Matematik (FeTeMM)’e Yönelik Özyeterlik Ölçeği: Türkçe’ye Uyarlama, Geçerlik ve Güvenirlik Çalışması

Gelen, Burcu; Akçay, Behiye; Tiryaki, Aydın; Benek, İbrahim

doi:10.17244/eku.395204

Cited by 8 publications

(5 citation statements)

References 17 publications

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“…STEM attitudes of the pre-service teachers who will raise the generations of the future will enable them to make inferences about how they will promote the next generations. The positive attitudes of the pre-service teachers about STEM education show that students who display a positive perspective towards STEM education and have a tendency towards these fields can be a boost in the future (Gelen, Akçay, Tiryaki, & Benek, 2019). Thus, revealing the 21st-century skills competence perceptions of pre-service teachers and their STEM attitudes and STEM teaching intentions will render an insight into how they will shape the future.…”

Section: Introduce the Problemmentioning

confidence: 97%

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

Çeliker

2020

JEI

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The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers’ perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.

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Section: Introduce the Problemmentioning

confidence: 97%

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

Çeliker

2020

JEI

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“…It is observed as a result of conducting a survey of the related national and international literature that many studies have been carried out on STEM education and selfefficacy for STEM practices (Abacı, 2020;Bakırcı & Kutlu, 2018;Boynukara, Deniz, Tüysüz, & 2020;Bölükbaşı & Görgülü-Arı, 2019;Brown, Concannon, Marx, Donaldson, & Black, 2016;Buechel, 2021;Cho & Lee, 2013;Çevik, Danıştay & Yağcı, 2017;Ertuğrul-Akyol, 2020;Faber, Alanda, Eric, & Wiebe, 2013;Gelen, Akçay, Tiryaki, & Benek, 2019;Hacıömeroğlu, 2020;Koçulu & Topçu, 2021;Önen-Öztürk, 2019;Öztürk, 2018;Öztürk, Yılmaz-Tüzün, & Çakır-Yıldırım, 2019;Saleh, 2016;Timur & İnançlı, 2018;Timur & Belek, 2020;Yaman et al, 2018). However, it is observed that international studies have mostly focused on students while national studies have generally focused on science, mathematics, information technology teachers as well as science teacher candidates.…”

Section: Related Literaturementioning

confidence: 99%

“…However, it is observed that international studies have mostly focused on students while national studies have generally focused on science, mathematics, information technology teachers as well as science teacher candidates. Whereas it is also understood that studies on self-efficacy for STEM practices are mostly scale development studies (Gelen, Akçay, Tiryaki, & Benek, 2019;Hacıömeroğlu, 2020;Luo, So, Li, & Yao, 2020;Yaman et al, 2018). It is also observed that there is a limited number of studies related to STEM education which have been conducted with primary school teacher candidates (Adams, Miller, Saul, & Pegg, 2014;Hacıömeroğlu & Bulut, 2016;Hacıömeroğlu, 2018;Kim & Bolger, 2017).…”

Section: Related Literaturementioning

confidence: 99%

State of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM practices

GÜRLER

2022

Participatory Educational Research

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The aim of the present study was to identify the state of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM. The study was designed subject to the correlational survey model with the sample group comprised of 295 primary school teacher candidates continuing their education at the two education faculties of a state university in Southeastern Anatolia Region of Turkey during the 2020-2021 academic year who were identified in accordance with the proper sampling method. The data were collected via, "Self-Efficacy Scale for STEM Practices" and "Critical Thinking Disposition Scale". Descriptive analysis was used for determining the self-efficacy for STEM practices and critical thinking dispositions of primary school teacher candidates; correlation analysis was used for illustrating the relationship between self-efficacy for STEM practices and critical thinking disposition along with its sub-dimensions; linear regression analysis was used for identifying the state of prediction for critical thinking disposition and its sub-dimensions through self-efficacy for STEM practices whereas stepwise multiple regression analysis was used for determining the state of prediction for critical thinking disposition through gender and self-efficacy for STEM practices subdimensions. Based on the analysis results, the self-efficacy for STEM practices and critical thinking dispositions of teacher candidates are at a good level. There is a positive and statistically significant correlation between self-efficacy for STEM practices and critical thinking disposition and its sub-dimensions. It was illustrated that self-efficacy for STEM practices is a statistically significant predictor of critical thinking disposition and its sub-dimensions and that tenacity-patience was the variable that was predicted the most among these sub-dimensions whilst the stepwise multiple regression analysis set forth that self-efficacy belief was the predictor that made the highest contribution to critical thinking disposition. Various suggestions were made based on the results of the study.

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“…Ulusal düzeyde FeTeMM eğitimi kapsamında öğretmen adaylarının görüşlerini ortaya koymak amacıyla farklı ölçme araçlarının geliştirildiği ve uyarlandığı görülmektedir. Araştırmalar incelendiğinde öğretmen adaylarının FeTeMM eğitimi kapsamında anlamsal algılarını (Kızılay, 2017), öğretim yönelimlerini (Hacıömeroğlu & Bulut, 2016), farkındalık düzeylerini (Buyruk & Korkmaz, 2016), tutumlarını (Derin, Aydın, & Kırkıç, 2017), öz yeterlik düzeylerini (Gelen, Akçay, Tiryaki, & Benek, 2019;Yaman, Özdemir, Akar, & Vural, 2018) incelemek amacıyla ölçme araçlarının geçerlik ve güvenirlik çalışmalarının yapıldığı görülmektedir. Kızılay (2017) (McKinney, Sexton, & Meyerson, 1999) düşük öz yeterliğe sahip öğretmenlerin ise görev odaklı endişelerinin yüksek olduğu (Ghaith & Shaaban, 1999) belirlenmiştir.…”

Section: öğRetmen Adayları Için Geçerlik Ve Güvenirlik çAlışması Yapıunclassified

Turkish Adaptation Study of the Instrument of Self-efficacy and Concerns about STEM Education for Pre-service Teachers

Hacıömeroğlu

2020

Eğitimde Kuram Ve Uygulama

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Bu araştırmada Geng, Jong ve Chai (2019) tarafından geliştirilen FeTeMM eğitimi hakkında öz yeterlik ve endişe ölçeğinin öğretmen adayları için Türkçeye uyarlama çalışmasının yapılması amaçlanmıştır. Ölçek öz yeterlik, endişe olmak üzere iki boyuttan oluşmaktadır. Endişe düzeyi değerlendirme, bilgi, yönetim, sonuç ve yeniden odaklanma olmak üzere beş alt boyuttan oluşmaktadır. Ölçeğin geçerlik ve güvenirlik çalışmaları kapsamında açımlayıcı faktör analizi, test tekrar test, doğrulayıcı faktör analizi yapılmıştır. Elde edilen sonuçlar, uyarlanan ölçeğin özgün halinden farklı bir yapı oluşturduğunu ortaya koymuştur. Uyarlanan ölçek, öz yeterlik (a=.86), bilgi ve değerlendirme (a=.90), yönetim (a=.86), sonuç ve yeniden odaklanma (a=.83) olmak üzere dört alt boyuttan oluşmaktadır. Ölçeğin bütünü için güvenirlik katsayısı .94 olarak hesaplanmıştır. Açımlayıcı faktör analizi sonunda ortaya çıkan yapının uygunluğunu test etmek amacıyla yapılan doğrulayıcı faktör analizi sonuçları ortaya çıkan modelin kabul edilebilir düzeyde uyum gösterdiğini ortaya koymuştur. Uyarlanan ölçek geçerli ve güvenilir bir ölçme aracıdır.

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Fen Bilimleri Öğretmen Adaylarının Fen-Teknoloji-Mühendislik-Matematik (FeTeMM)’e Yönelik Özyeterlik Ölçeği: Türkçe’ye Uyarlama, Geçerlik ve Güvenirlik Çalışması

Cited by 8 publications

References 17 publications

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

State of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM practices

Turkish Adaptation Study of the Instrument of Self-efficacy and Concerns about STEM Education for Pre-service Teachers

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