Somut Olmayan Kültürel Miras Tutum Ölçeği: Geçerlik ve Güvenirlik Çalışması

Abstract

The goal of this study is to develop a valid and reliable assessment instrument for determining the attitudes of secondary school students towards intangible cultural heritage components. Items included in the assessment instrument are prepared by researchers on the basis of their analyses about studies in related literature and expert opinions they obtained. The study is carried out with a total of 367 students studying in 6 different secondary schools in central district, Bartın city. At the end of the statistical analyses, it is determined that, items whose item-factor total and adjusted correlation coefficient is over 0, 21, are statistically significant. Results of the scale's explanatory factor analysis showed that scale items are grouped under 5 dimensions (Social Life, Traditional Arts, Cultural Conscious, Verbal Traditions, Information and Practices about Nature and Universe). According to the results of confirmatory factor analysis about factor structures, factor fit indexes are coherent. It is determined that Cronbach alpha internal consistency of the scale in general is .89. Findings obtained at the end of validity and reliability studies about the scale show that Intangible Cultural Heritage Attitude Scale (ICHAS), which is made of a total of 23 items, is a proper instrument for assessing the attitudes of secondary school students towards intangible cultural heritages.

İlkokul Öğrencilerine Yönelik Kültürel Mirasa Duyarlılık Ölçeği’nin Geçerlik ve Güvenirlik Çalışması

“…Bu nedenle farklı eğitim uygulamalarının öğrencilerin kültürel mirasa yönelik duyarlılığına etkisini belirlemede öğrencilerin kültürel mirasa duyarlılığını değerlendirecek bir ölçme aracının geliştirilmesi önem taşımaktadır. Alanyazında kültürlerarası duyarlılık ölçeği (Chen & Starosta, 2000); kültürel miras tutum ölçeği (Curtis & Seymour, 2004), somut kültürel miras tutum ölçeği (Yeşilbursa, 2011), somut olmayan kültürel miras tutum ölçeği (Gürel & Çetin, 2019) gibi ölçekler bulunmaktadır. Ancak alanyazında öğrencilerin kültürel mirasa duyarlılıklarını belirlemeyi amaçlayan bir ölçme aracına rastlanmamıştır.…”

“…For this reason, it is important to develop a measurement tool that will evaluate students 'sensitivity to cultural heritage in determining the effect of different educational practices on students' sensitivity to cultural heritage. There are some scales in the literature such as cross-cultural sensitivity scale (Chen & Starosta, 2000); cultural heritage attitude scale (Curtis & Seymour, 2004), concrete cultural heritage attitude scale (Yeşilbursa, 2011), intangible cultural heritage attitude scale (Gürel & Çetin, 2019). However, in the literature, there is not any measurement tool that aims to determine the sensitivity of students to cultural heritage.…”

A Qualitative Study on the Opinions of 7th Grade Students on Intangible Cultural Heritage

“…Moreover, it was observed in previous studies that the awareness of the students regarding the intangible cultural heritage was not at the desired level (Gürel and Çetin, 2017;Çelepi, 2016;Karaca-Yılmaz et al, 2017;Keçe, 2015;Kılcan and Akbaba, 2013;Oğuz, 2008). For that reason, under this study, a training based on intangible cultural heritage was provided with a view to raise consciousness and conservation awareness on intangible cultural heritage in scope of social studies course (Gürel and Çetin, 2019). At the end of the training, whether or not the students gained the necessary awareness and preserving consciousness about the intangible cultural heritage were examined.…”