Nejla ATABEY, Mustafa Sami TOPÇU, Ayşe ÇİFTÇİ

Argümantasyon Öğretimini Etkileyen Faktörler Ölçeğinin Türkçe’ye Adaptasyonu

Bu çalışmanın amacı, argümantasyon öğretimini etkileyen faktörler ölçeğinin Türkçe’ye uyarlanmasıdır. Çalışmaya Türkiye’nin doğusunda ve batısında yer alan iki farklı üniversitede öğrenimlerine devam etmekte olan toplam 143 Fen Bilimleri öğretmen adayı katılmıştır. Adaptasyon sürecinde ilk olarak yapı, yöntem ve madde yanlılıkları giderilmiştir. Daha sonra ölçeğin yapı geçerliği açımlayıcı ve doğrulayıcı faktör analizi ile ortaya konmaya çalışılmıştır. Analiz sonuçları, 21 maddelik ölçeğin 3 faktörlü bir yapıya sahip olduğunu doğrulamıştır. Ardından ölçeğin bütünü ve alt boyutları için cronbach alfa değeri hesaplanmış ve bu değerlerin, tatmin edici sınırlar içerisinde olduğu tespit edilmiştir. Mevcut çalışmanın, öğretmenlerin ve öğretmen adaylarının argümantasyon uygulamalarını etkileyen faktörlerin tespit edilmesi sürecinde kullanılabilecek geçerli ve güvenilir bir ölçme aracını literatüre kazandırdığı ifade edilebilir. Böylece uyarlanan ölçek ile elde edilen verilerin, argümantasyonun fen sınıflarında daha fazla kullanılmasına katkıda bulunacağı düşünülmektedir.

Anahtar Kelimeler:

Argümantasyon öğretimini etkileyen faktörler, geçerlik, güvenirlik, uyarlama

Adaptation of the Scale of the Factors Affecting Argumentation Instruction into Turkish

The aim of this study is to adapt the scale of the factors affecting argumentation instruction into Turkish. A total of 143 preservice science teachers studying in two different universities located in the east and west of Turkey participated in this study. In the process of adaptation firstly, structure, method and item biases were elimanated. After that the construct validity of the scale was determined by exploratory and confirmatory factor analysis. The results of the analysis confirmed that the 21-item scale had a three-factor-structure. Then, the cronbach's alpha value was measured for the whole scale and its sub-dimensions, and these values were found to be within satisfactory limits. It is thought that this study provides a valid and reliable measurement tool that can be used in the process of determining the factors affecting the argumentation instruciton of teachers and preservice teachers. Thus, it can be stated that the data obtained with the adapted scale will contribute to the further use of argumentation in science classes.

Keywords:

Adaptation, reliability, the factors affecting the argumentation instruction, validity,

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