Abstract:

The aim of the study is to develop a question development self-efficacy scale that measures science teachers' high-level learning. The population of the study are science teachers working in secondary schools affiliated to the Ministry of Education in Turkey. The sample of the study consists of 518 science teachers who voluntarily participated. While creating the item pool of the scale, the literature was first reviewed. A scale trial form with 53 items was created. The item pool of the scale was presented to the opinion of two science education specialists, two assessment experts, two language experts, a computer education expert and a scale developer. After making the necessary corrections, the scale trial form was applied to the teachers to answer them. In order to determine the construct validity of the scale, exploratory factor analysis, item-total correlation analysis and independent samples t test were used. As a result of the factor analysis, 23 items were eliminated from the scale. As a result of the exploratory factor analysis, it was determined that the scale consists of a single factor. It was determined that the model formed by confirmatory factor analysis was verified by the data. Cronbach alpha reliability value of the scale was calculated as 0.977. In addition, the stability of the scale was calculated by performing a test-retest application. Considering the values made and calculated, it was concluded that the scale is valid and reliable.

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