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Journals / Bayburt Eğitim Fakültesi Dergisi / 2026 / Cilt: 21 Sayı: 49

Efficacy Scale for Teaching Science with Technology: A Validity and Reliability Study

Teknoloji ile Fen Öğretimi Yeterlilik Ölçeği: Geçerlilik ve Güvenirlik Çalışması

İbrahim Serdar Kızıltepe(KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ)0000-0002-6210-5372
Tezcan Kartal(KIRŞEHİR AHİ EVRAN ÜNİVERSİTESİ)0000-0001-7609-3555
Pages
204–234
Publication Date
2026-03-24
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result of the factor analyses, it was concluded that the measurement tool consisted of two factors.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:It is known that the use of technology in science teaching is directly related to teachers' perceptions of efficacy.
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Key Findings & Data:These factors are compatible with Bandura's (1997) self-efficacy framework.
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Conclusion & Impact:As a result of the factor analyses, it was concluded that the measurement tool consisted of two factors.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Fen öğretimi · teknoloji kullanımı · yeterlik

Abstract

It is known that the use of technology in science teaching is directly related to teachers' perceptions of efficacy. Teachers with high technological knowledge and self-efficacy can support students' learning process by providing a more effective teaching environment in their classrooms. In this context, the "Efficacy Scale for Teaching Science with Technology" aims to measure pre-service teachers' beliefs about the use of technology in science teaching. It consists of two factors: self-efficacy and outcome expectation. The scale development process was carried out rigorously and systematically. The data were collected from pre-service teachers studying in the third and fourth grades via the simple random sampling method. Exploratory and confirmatory factor analyses were performed to determine the factor structure of the measurement tool. As a result of the factor analyses, it was concluded that the measurement tool consisted of two factors. These factors are compatible with Bandura's (1997) self-efficacy framework. The research results show that the developed scale can be used to measure the efficacy beliefs (self-efficacy and outcome expectation) of pre-service teachers in teaching science with technology validly and reliably. This scale is an essential tool in assessing the efficacy beliefs of pre-service teachers regarding the use of technology in science teaching and in developing these beliefs.

Özet

Fen öğretiminde teknoloji kullanımının öğretmenlerin yeterlilik algılarıyla doğrudan ilişkili olduğu bilinmektedir. Teknolojik bilgisi ve öz yeterliği yüksek öğretmenler, sınıflarında daha etkili bir öğretim ortamı sağlayarak öğrencilerin öğrenme sürecini destekleyebilirler. Bu bağlamda, "Teknoloji ile Fen Öğretimi İçin Yeterlilik Ölçeği", öğretmen adaylarının fen öğretiminde teknoloji kullanımına ilişkin inançlarını ölçmeyi amaçlamaktadır. Ölçek geliştirme süreci titizlikle ve sistematik bir şekilde yürütülmüştür. Veriler, basit seçkisiz örnekleme yöntemi ile üçüncü ve dördüncü sınıfta öğrenim gören öğretmen adaylarından elde edilmiştir. Ölçme aracının faktör yapısını belirlemek için açımlayıcı ve doğrulayıcı faktör analizleri yapılmıştır. Faktör analizleri sonucunda ölçme aracının iki faktörden oluştuğu sonucuna varılmıştır. Bu faktörler Bandura'nın (1997) öz yeterlilik çerçevesiyle uyumludur. Araştırma sonuçları, geliştirilen ölçeğin öğretmen adaylarının teknolojiyle fen öğretiminde geçerli ve güvenilir bir şekilde yeterlilik inançlarını (öz yeterlilik ve sonuç beklentisi) ölçmek için kullanılabileceğini göstermektedir. Bu ölçek, öğretmen adaylarının fen öğretiminde teknoloji kullanımına ilişkin yeterlilik inançlarını değerlendirmede ve bu inançları geliştirmede önemli bir araçtır.

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Cite This Article

Kızıltepe, İ. S., Kartal, T. (2026). Efficacy Scale for Teaching Science with Technology: A Validity and Reliability Study. Bayburt Eğitim Fakültesi Dergisi, Cilt: 21 Sayı: 49, 204–234. https://doi.org/10.35675/befdergi.1731440

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