Evrim GENÇ KUMTEPE, Alper Tolga KUMTEPE, Bülent BATMAZ

THE CONVERGENCE OF PERCEIVED EFFICACY BELIEFS AND SCIENCING IN EARLY CHILDHOOD CLASSROOMS

Pek çok ülkede olduğu gibi, Türkiye'de de erken çocukluk eğitiminde fen alanına yeterince yer verilmemektedir. Alanyazın ve Türkiye'deki erken çocukluk eğitimi kurumlarındaki deneyimler incelendiğinde öğretim programında en az çok göz ardı edilen alanın fen olduğu görülmektedir. Fen köşelerinin ve fen malzemelerinin eksikliği de var olan az sayıdaki araştırmada ortaya konulmuştur. Bu çalışmada anket araştırma yöntemiyle Türkiye'nin farklı bölgelerinden 242 okulöncesi eğitim öğretmeninden veri toplanmıştır. Sonuçlar SETAKIST ölçeğinin okulöncesi eğitim öğretmenlerinin özyeterliklerini ölçmede geçerli ve güvenilir bir seçenek olabileceği görüşünü desteklemektedir. Çoklu uyum analizi sonuçları hem öğretme özyeterliğinin hem de bilgi özyeterliğinin sınıfta gerçekleştirilen fen etkinliklerinin sıklığıyla ilişkili olduğunu göstermiştir. Fen etkinlikleri ile ilişkili bulunan bir diğer değişken de öğretmenlerin deneyim yılıdır. Fen etkinliklerini her gün kullanan öğretmenlerin diğer katılımcılardan ayrıştıkları gözlenmiştir

OKULÖNCESİ EĞİTİMDE ÖZYETERLİK ALGISI VE FEN UYGULAMALARI İLİŞKİSİNİN İNCELENMESİ

Like many other countries, Turkey is also suffering from the lack of science in early years. Considering the literature and previous experiences in Turkey’s early childhood centers, it is obvious that science is the most neglected subject area in the curriculum. Furthermore, lack of science centers and materials in Turkey is also recognized by few available studies. This study employed survey research design with a sample of 242 in-service teachers from every region of Turkey. Results of the analyses support the reliability and construct validity of measuring science teaching efficacy with the SETAKIST instrument among early childhood teachers. Result of the correspondence analysis revealed that the higher levels of both teaching efficacy and knowledge efficacy are associated with more frequent science activities in classrooms. Another variable that was associated with more frequent science teaching was the year of teaching experience. Because the number of teachers who utilize science activities every day is relatively small, it is positioned apart from other components

PDF

___

Abdi, H. & Valentin, D. (2007). Multiple correspondence analysis. In N.J. Salkind, (Ed.). Encyclopedia of measurement and statistics, pp. 651-657. Thousand Oaks: CA: Sage
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bulletin, 84, 191-215. Byrne, B.M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
Cullen, J. (2000). The early years: Conceptual issues and future challenges. New Zealand Research in Early Childhood Education, 3, 3-11.
Erden, F. T. & Sönmez, S. (2011). Study of Turkish preschool teachers’ attitudes toward science teaching. International Journal of Science Education, 33(8), 114- 1168.
Eshach, H. (2006). Science literacy in primary schools and pre-schools. London: Springer.
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19,1, 138-149.
Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teacher’s confidence and competence. Research in Science Education, 33, 467-481.
Gibson, S., & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
Ginsburg, H.P., & Golbeck, S.L. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19,1, 190-200.
Hair, J.F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis with readings. Englewood Cliffs, NJ: Prentice-Hall.
Hedges, H. & Cullen, J. (2005). Meaningful teaching and learning: Children’s and teachers’ content knowledge. ACE-Paper, 16.
Hoy, W. K. & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal ,93,356-372.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural Modeling with the SIMPLIS Command Language. Hillsdale, New Jersey, Erlbaum.
Kelloway, E.K. (1998). Using LİSREL for structural equation modeling. London: International Educational and Professional Publisher.
Kobolla, T.R., & Crawley, F.E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85, 222-232.
Lind, K.K. (1999). Science in early childhood: Developing and acquiring fundamental concepts and skills. In American Association for the Advancement of Science. In (AAAS). Dialogue on early childhood science, mathematics, and technology education, pp. 73-83. Washington, DC: Author.
OECD (2010). PISA 2009 results: What students know and can do. Retreived from http://www.oecd.org/pisa/pisaproducts/48852548.pdf
Özbey, S., & Alisinanoğlu, F. (2008). Identifying the general ideas, attitudes and expectations pertaining to science activities of the teachers employed in preschool education. Journal of Turkish Science Education, 5(2), 82–94.
Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi. Eskisehir: Kaan. Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher's science teaching efficacy belief instument. Science Education, 74, 625-637.
Roberts, J. K. & Henson, R. K. (2000). Self-efficacy teaching and knowledge instrument for science teachers (SETAKIST): A proposal for a new efficacy instrument. Paper presented at the Mid-South Educational research Association, Bowling Green, KY.
Roberts, J. K., Henson, R. K., Tharp, B. Z., & Moreno, N. P. (2001). An examination of change in teacher self-efficacy beliefs in science education based on the duration of inservice activities. Journal of Science Teacher Education, 12(3), 199-213.
Saklofske, D. H., Michayluk, J. O., & Randhawa, B. S. (1988). Teachers’ efficacy and teaching behavior. Psychological Reports, 63, 407-414.
Samarapungavan, A., Mantzicopoulos, P. & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92 (5), 868 – 908.
Seefeldt, G. & Galper, A. (2002). Active experiences for active children: Science. Upper Saddle River, NJ: Merrill/Prentice-Hall.
Soodak, L.& Podell, D. (1993). Teacher efficacy and student problem as factors in special education referral. Journal of Special Education, 27, 66-81.
Uyanık-Balat, G. (2009). The examination of the relation between the Boehm test of basic concepts (Boehm-3) and Bracken basic concept scale (BBCS) for preschoolers. Elementary Education Online, 8(3), 935–942.
Wenner, G. (1993). Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2 (3), 461–468.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.