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Journals / Mevzu – Sosyal Bilimler Dergisi / 2025 / Sayı: Ö3 - Eğitimde Yeni Yaklaşımlar Özel Sayı

The Development of the Children’s University Awareness Scale: A Validity and Reliability Study

Çocuk Üniversitesi Farkındalık Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

İsmail Satmaz(CANAKKALE ONSEKIZ MART UNIVERSITY, FACULTY OF EDUCATION)0000-0003-2696-3019
Derya Girgin(CANAKKALE ONSEKIZ MART UNIVERSITY, FACULTY OF EDUCATION)0000-0002-6114-7925
Pages
313–350
Publication Date
2025-12-31
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AI Summary & Key Takeaways

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

EFA results indicated a three-factor structure (Scientific Interest Awareness, Applied Learning Motivation, and Metacognitive Skills).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to develop a valid and reliable scale to measure teachers’ awareness of children’s universities.
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Key Findings & Data:The sample consisted of 472 teachers working in the Marmara Region of Türkiye.
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Conclusion & Impact:EFA results indicated a three-factor structure (Scientific Interest Awareness, Applied Learning Motivation, and Metacognitive Skills).
🔬Design:Lab & Field Experiment
📍Scope:Comprehensive Sample
⚙️Variables:Çocuk üniversitesi · öğretmen farkındalığı · ölçek geliştirme

Abstract

The aim of this study is to develop a valid and reliable scale to measure teachers’ awareness of children’s universities. Children’s universities are innovative out-of-school learning environments that provide opportunities for children to engage with science, arts, sports, and culture at an early age, supporting their metacognitive skills and lifelong learning motivation. Although the pedagogical contributions of these institutions are frequently emphasized in the literature, there is a lack of systematic measurement tools to assess teachers’ awareness. The study was designed as quantitative research based on the scale development model. The sample consisted of 472 teachers working in the Marmara Region of Türkiye. Two separate groups were formed for the analyses: 200 teachers for exploratory factor analysis (EFA) and 272 teachers for confirmatory factor analysis (CFA). A literature review, expert opinions, and pilot studies were conducted during the development process, leading to the creation of an initial item pool of 36 items. Following content validation and item refinement, the final version of the scale included 22 items. Validity analyses revealed a KMO coefficient of .961 and a significant Bartlett’s test, confirming the suitability of the data for factor analysis. EFA results indicated a three-factor structure (Scientific Interest Awareness, Applied Learning Motivation, and Metacognitive Skills). CFA results supported the construct validity of this structure with acceptable model fit indices (χ²/df=2.029, CFI=.957, RMSEA=.062). Reliability analyses showed high internal consistency, with Cronbach’s alpha coefficients ranging between .928 and .936 for the subscales and .964 for the overall scale. In conclusion, the Children’s University Awareness Scale provides a valid and reliable measurement tool to evaluate teachers’ perceptions of the pedagogical contributions of children’s universities.

Özet

Bu araştırmanın amacı, öğretmenlerin çocuk üniversitelerine yönelik farkındalık düzeylerini geçerli ve güvenilir biçimde ölçebilecek bir ölçek ge-liştirmektir. Çocuk üniversiteleri, çocukların erken yaşta bilim, sanat, spor ve kültürle tanışmalarına imkân tanıyan, üstbilişsel beceri ve yaşam boyu öğrenme motivasyonlarını destekleyen önemli okul dışı öğrenme ortamları-dır. Literatürde bu kurumların pedagojik katkıları sıkça vurgulanmasına rağmen, öğretmen farkındalıklarını sistematik olarak değerlendirecek ölçme araçlarının sınırlı olduğu görülmektedir. Araştırma, ölçek geliştirme modeli-ne dayalı nicel bir desende yürütülmüştür. Çalışma grubunu Türkiye’nin Marmara Bölgesi’nde görev yapan toplam 472 öğretmen oluşturmuştur. Açımlayıcı faktör analizi (n=200) ve doğrulayıcı faktör analizi (n=272) için iki ayrı örneklem kullanılmıştır. Ölçek geliştirme sürecinde literatür tarama-sı, uzman görüşleri ve pilot uygulamalar doğrultusunda 36 maddeden olu-şan madde havuzu oluşturulmuş, kapsam geçerliği sağlanmış ve nihai ölçek 22 maddeye indirgenmiştir. Geçerlik analizlerinde KMO katsayısı (.961) ve Bartlett testi anlamlı çıkmış, açımlayıcı faktör analizi sonucunda üç boyutlu yapı (Bilimsel İlgi Farkındalığı, Uygulamalı Öğrenme Motivasyonu, Üstbiliş-sel Beceriler) elde edilmiştir. Doğrulayıcı faktör analizi, modelin verilerle kabul edilebilir uyum gösterdiğini ortaya koymuştur (χ²/df=2.029, CFI=.957, RMSEA=.062). Güvenirlik analizlerinde Cronbach alfa katsayıları alt boyut-larda .928 ile .936 arasında, ölçeğin geneli için .964 olarak hesaplanmıştır. Sonuç olarak geliştirilen Çocuk Üniversitesi Farkındalık Ölçeği, öğretmenle-rin çocuk üniversitelerinin pedagojik katkılarına ilişkin algılarını değerlen-dirmede kullanılabilecek geçerli ve güvenilir bir ölçme aracı sunmaktadır.

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Cite This Article

Satmaz, İ., Girgin, D. (2025). The Development of the Children’s University Awareness Scale: A Validity and Reliability Study. Mevzu – Sosyal Bilimler Dergisi, Sayı: Ö3 - Eğitimde Yeni Yaklaşımlar Özel Sayı, 313–350. https://doi.org/10.56720/mevzu.1793478

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