Soru Sorma Stratejileri Farkındalığı Ölçeği’nin Psikometrik Özelliklerinin Belirlenmesi: Geçerlik ve Güvenirlik Çalışması

Bu çalışmanın amacı soru sorma stratejileri farkındalığı ölçeğinin (SSSFÖ) geliştirilmesi ve psikometrik özelliklerinin belirlenmesidir.Ulusal bağlamda öğretmenlerin sınıf-içi öğretimsel faaliyetlerde soru sorma pratiklerini derinlemesine inceleyen ve söylemsel teorik artalanile desteklenmiş bir ölçme aracının geliştirilmemiş olması bu çalışmanın gerekçesidir. SSSFÖ’yü geliştirmek üzere çeşitli öğretmenlikbranşlarından 664 öğretmene ulaşılarak veri toplama süreci tamamlanmıştır. SSSFÖ’nün geçerlik ve güvenirlik çalışmaları açımlayıcı vedoğrulayıcı faktör analizlerinin yapılmasının yanı sıra Cronbach Alpha katsayısı hesaplanarak tamamlanmıştır. SSSFÖ’nün maddeleri“İzleme-Kritik-Derinleştirme”, “Çeldirme-Kavramsal Değişim-Delillendirme”, “Epistemik Otorite & Ön Bilgi”, “Açıklaştırma-Kavramsal İçTutarlılık”, “Açık & Kapalı Uçlu”, “Takip Sorularıyla Seçme-Eleme” ve “Değerlendirme & Bilgi Sağlama” olarak isimlendirilen yedi faktöraltında toplanmıştır. SSSFÖ’deki faktörlerin hem öğrenci-merkezli hem de öğretmen-merkezli sınıf içi konuşmalara yönelik olan öğretmensorularını betimleyebilecek nitelikte olduğu görülmüştür. SSSFÖ, gerçekleştirilecek olan geniş kapsamlı taramalar için veri toplama aracıolarak kullanılmanın yanı sıra nitel çalışmalar için de bir kontrol listesi görevi görebilir. SSSFÖ, öğretmenlerin mesleki gelişimine ilişkineksiklikleri belirleme ve pedagojik olarak gelişimsel faaliyetleri tasarlama ve uygulama konusunda da yol gösterici niteliktedir

Identifying the Psychometric Properties of the Question Asking Strategies Awareness Scale: The Validity and Reliability Study

The purpose of the present study was to develop the question asking strategies awareness scale (QASAS) and to describe the psychometricproperties of the scale. The justification for the current study was the lack of a measurement tool in the national context that exploresthe teachers’ in-class questioning practices during instructional activities in-depth and supported by a discursively-oriented theoreticalbackground. Data gathering process was conducted by reaching 664 teachers from diverse teaching branches to develop the QASAS. Thevalidity and reliability processes of the QASAS were completed by operating exploratory and confirmatory factor analysis in addition tocalculating the Cronbach Alpha coefficient. The items of the QASAS were gathered around seven factors that are labelled as “Monitoring-Critiquing-Eliciting”, “Challenging-Conceptual Change-Evidencing”, “Epistemic Authority & Prior Knowledge”, “Clarification-ConceptualConsistency”, “Open-ended & Close-ended”, “Selecting-eliminating through Follow-up Questions”, “Evaluating & Knowledge providing.”It is deduced that the factors of QASAS can measure teachers’ awareness regarding both learner-centred and teacher-centred discursiveinteractions. The QASAS may serve as a checklist for qualitative studies, in addition to being administrated as a data collection tool forlarge-scale surveying studies. QASAS is also a guide in determining the shortcomings of teachers’ professional development as well asdesigning and implementing pedagogically-oriented developmental activities.

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Yükseköğretim ve Bilim Dergisi-Cover
  • ISSN: 2146-5959
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2011
  • Yayıncı: Bülent Ecevit Üniversitesi (Önceden Zonguldak Karaelmas Üniversitesi)
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