Esra AÇIKGÜL FIRAT, Mustafa Serdar KÖKSAL

Özel Yetenekli Öğrencilere Yönelik Fen Bilimlerine Özgü Uzamsal Akıl Yürütme Becerisi Testinin Geliştirilmesi

Bu araştırmanın amacı özel yetenekli öğrencilerin tanılanmasına yönelik yönelik fen bilimlerine özgü uzamsal akıl yürütme becerisi testini geliştirmektir. Bu amaçla araştırmada fen bilimleri alanında özel yetenekli öğrencilere yönelik fen bilimlerine özgü uzamsal akıl yürütme becerisi testi geliştirilerek geçerlik ve güvenilirlik çalışmaları yapılmıştır. Araştırma; hazırlık, pilot uygulama, revizyon ve uygulama kılavuzunun hazırlanması olmak üzere dört basamakta yürütülmüştür. Doğu Anadolu Bölgesi’nde bir ilde yer alan Bilim ve Sanat Merkezi (BİLSEM) öğrencilerinden 5., 6., 7., ve 8. sınıfta öğrenim gören 85 öğrenci çalışmaya dahil edilmiştir. Bu çalışmada geliştirilen testte yer alan maddelerin güçlük katsayıları 0.39 ile 0.84 arasında değişmektedir. Maddelerin ayırt edicilik indeksleri ise 0.28 ile 0.65 arasında değişmektedir. Testin genel güçlük katsayısı 0.59 iken ayırt edicilik katsayısı 0.51 olarak hesaplanmıştır. Testin güvenirlik analizleri sonucunda ise KR-20 güvenirlik katsayısının 0.70 ve split-half güvenirliğinin ise 0.69 olduğu belirlenmiştir. Elde edilen bulgular doğrultusunda, geliştirilen testin geçerli ve güvenilir olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler:

Uzamsal akıl yürütme becerisi, Özel yetenekli öğrenciler, Test geliştirme, Fen bilimleri

Development of Science-Specific Spatial Thinking Ability Test for Gifted Students

The main purpose of this study is to develop an instrument for measuring spatial thinking ability of gifted students in science. In the study, validity and reliability of the scores from the instrument are examined. The research has been carried out in four steps as preparation, pilot, revision and preparation of the guide. The instrument was applied to 85 fifth, sixth, seventh and eighth grade gifted students in BİLSEM located at the east of Turkey. Final form of the instrument involved items which had item difficulty between 0.39 and 0.84. Item discrimination values of the items varied between 0.28 and 0.65 while their item-total correlations were between 0.26 and 0.64. Final form of the instrument involved 18 items and their KR-20 value was 0.7 while split-half reliability was 0.69. Mean item difficulty was 0.59 while mean item discrimination was 0.51.

Keywords:

Spatial thinking ability, Gifted student, Test development.,

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