KaydedilenlerDerginizi ekleyin

Dergiler / Kuram ve Uygulamada Eğitim Bilimleri / 2013 / Cilt: 13 - Sayı: 4

A study on development of an ınstrument to determine Turkish kindergarten students' understandings of scientific concepts and scientific ınquiry processes

Pınar AKSOY
Cemal TOSUN
Ala SAMARAPUNGAVAN
Erdal SENOCAK
Sayfa
2217–2228
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Results revealed that the instrument with 16 items had two factor structure and acceptable reliability.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of this study was to develop a valid and reliable instrument to measure Turkish kindergarten studentsunderstandings of some science concepts and scientific inquiry processes which are grounded in the Turkish Preschool Curriculum.
📊
Temel Bulgular & Veri:The sample of the study was 371 kindergarten students, 12 Subject Area Experts (SAE), and 7 Turkish Language Experts (TLE).
💡
Sonuç & Katkı:Results revealed that the instrument with 16 items had two factor structure and acceptable reliability.
🔬Tür:Laboratuvar & Saha Deneyi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

The aim of this study was to develop a valid and reliable instrument to measure Turkish kindergarten studentsunderstandings of some science concepts and scientific inquiry processes which are grounded in the Turkish Preschool Curriculum. The sample of the study was 371 kindergarten students, 12 Subject Area Experts (SAE), and 7 Turkish Language Experts (TLE). Six stages were followed in the development process of the instrument: (i) item formulation, (ii) content validity, (iii) language validity, (iv) item difficulty and discrimination index, (v) factor analysis, and (vi) reliability. First, an item pool was constituted with 42 items. Second, SAEs and TLEs rated these items in respect to the degree to which they reflected the content and their understandability and grammar accuracy in Turkish. Third, all items were implemented kindergarten students, and 26 items were eliminated according to their item difficulty and discrimination index values. Last, factor analysis and reliability were studied by means of the data belonging to the rest of items. Results revealed that the instrument with 16 items had two factor structure and acceptable reliability.

🔖

Bu Makaleye Atıf Yap

AKSOY, P., TOSUN, C., SAMARAPUNGAVAN, A., SENOCAK, E. (2022). A study on development of an ınstrument to determine Turkish kindergarten students' understandings of scientific concepts and scientific ınquiry processes. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 13 - Sayı: 4, 2217–2228. https://ajindex.com/articles/576765

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (13)

  1. A Nation at Risk. (1983). A nation at risk: The imperative for educational reform. Retrieved from http://www2. ed.gov/pubs/NatAtRisk/recomm.html. Akman, B., Ustun, E., & Guler, T. (2003). Using science process skills in six years old children. Hacettepe University Journal of Education, 24, 11-14.
  2. Atalay-Turhan, T., Koc, Y., Isikal, M., & Isikal, H. (2009). The new Turkish early childhood teacher education curriculum: A brief outlook. Asia Pacific Education Review, 10, 345-356.
  3. Ayvaci, H. S. (2010). A pilot survey to improve the use of scientific process skills of kindergarten children. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 1-24.
  4. Ayvacı, H. S., Devecioğlu, Y., & Yiğit, N. (2002, September). Okul oncesi ogretmenlerinin fen ve doga etkinliklerindeki yeterliliklerinin belirlenmesi [An assessment on the proficiency of early childhood teachers in science and nature activities]. Paper presented at the 5th National Science and Mathematics Congress, Ankara.
  5. Bahar, M. (2006). Fen ve teknoloji ogretimi (Science and technology teaching). Ankara:
  6. Pegema Yayincilik. Barell, J. (2008). Why are school buses always yellow? Thousand Oaks, California: Corwin Press.
  7. Bedel, E. F. (2008). Interactions among attitudes toward teaching and personality constructs in early childhood preservice teachers. Journal of Theory and Practice in Education, 4(1), 31-48.
  8. Bentley, M. L., Ebert, E. S., & Ebert, C. (2007). Teaching constructivist science K-8. Thousand Oaks, California: Corwin Press.
  9. Brewer, J. A. (1998). Introduction to early childhood education. Needham Heights: Allyen & Bacon. Bryant, D. M., & Clifford, R. M. (1992). 150 years of kindergarten: How far have we come? Early Childhood Research Quarterly, 7, 147-154.
  10. Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 203-212.
  11. Chan, F., Lee, G. K., Lee, E., Kubota, C., & Allen, C. A. (2007). Structural equation modeling in rehabilitation counseling research. Rehabilitation Counseling Bulletin, 51, 44-57.
  12. Chen, F., Curran, P. J., Bollen, K. A., Kirby, J., & Paxton, P. (2008). An empirical evaluation of the use of fixed cutoff points in RMSEA test statistic in structural equation models. Sociological Methods and Research, 36, 462-494.
  13. DeVellis, R. F. (2003). Scale development: Theory and applications. California: Sage. Dunn, L. M., & Dunn, L. M. (1997). Peabody pictur