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2013 yılında güncellenen Fizik Öğretim Programı’nda öğrencilerin bir konuyu öğrenebilecekleri veya öğrenemeyeceklerine yönelik inançlarının fiziğin öğrenilmesinde büyük etkiye sahip olduğu ifade edilmektedir. Bu bağlamda öğrencinin başaramayacağına yönelik inancı başarısız olmasında önemli bir etkiye sahiptir. Öğrenci ve öğretmenin kendi yetenekleri hakkındaki düşünceler özyeterliğine işaret etmektedir ve bu anlamda fizik öğretiminde özyeterlik önemli bir değişken olarak karşımıza çıkmaktadır. Bu bağlamda bu araştırmanın amacı, Çalışkan (2007) tarafından üniversite düzeyine yönelik olarak geliştirilen Fizik Özyeterlik Ölçeği (FÖÖ)’ni lise düzeyinde fizik dersine uyarlamak ve geçerlik-güvenirlik çalışmalarını yapmaktır. Uyarlaması yapılan ölçek, geçerlik-güvenirlik çalışmaları amacıyla İzmir ilinde üç farklı Anadolu lisesinde öğrenim görmekte olan toplam 343 öğrenciye uygulanmıştır. Yapı geçerliğini belirlemek amacıyla açımlayıcı ve doğrulayıcı faktör analizi yapılmış; açımlayıcı faktör analizi (AFA) sonunda, ölçeğin toplam 21 madde ve 2 faktörden oluştuğu saptanmıştır. Doğrulayıcı faktör analizi (DFA) sonucunda ise, iki faktörlü modelin iyi düzeyde uyum gösterdiği belirlenmiştir. Ölçeğin tüm maddelerinin düzeltilmiş madde-ölçek korelasyon değerlerinin 0.40’ın üzerinde olduğu ve 0.511-0.772 aralığında değiştiği belirlenmiştir. %27’lik alt-üst grupların ortalamaları arasındaki tüm farkların anlamlı olduğu belirlenmiş ve ölçeğin tümüne ait Cronbach Alfa güvenirlik katsayı 0.95 olarak bulunmuştur. Elde edilen sonuçlara göre, lise düzeyine uyarlaması yapılan ölçeğin lise öğrencilerinin fizik dersine yönelik özyeterliklerini belirlemede geçerli ve güvenilir bir ölçme aracı olduğu ifade edilebilir.
In the Physics Teaching Program, which was updated in 2013, it is stated that the beliefs of students that they can or can’t learn a subject have a major impact on the learning of physics. In this context, the belief that the student will not succeed has a significant impact on failure. Thoughts about the student and teacher’s own abilities indicate selfishness, and in this sense selfishness in physics teaching appears to us as an important variable. In this context, the objective of this research is to adapt the Physical Self-Equality Scale (FÖO) developed by the Study (2007) to the high school-level course of physics and to conduct validity-confidence studies. The scale adapted was applied to a total of 343 students who are studying in three different Anatolian high schools in the province of İzmir for validity-security studies. In order to determine the validity of the structure, the opening and verifying factor analysis was carried out; at the end of the opening factor analysis (AFA), the scale was found to consist of a total of 21 matters and 2 factors. As a result of the verifying factor analysis (DFA), the two-factor model has been determined to be well-compatible. It has been determined that the corrected substance-level correlation values of all the matters of the measurement are above 0.40 and varied in the range of 0.511-0.772. All differences between the average of the 27% sub-top groups were determined to be meaningful and the Cronbach Alfa reliability ratio for the entire scale was 0.95. According to the results obtained, it can be stated that the scale adapted to the high school level is a valid and reliable measurement tool in determining the self-sufficiency of high school students to the course of physics.
It is stated in the Physics Teaching Program updated in 2013 that students' beliefs about whether or not they will be able to learn a particular topic has a significant effect on their learning physics. In this context, the belief of a student that he or she will be unsuccessful has a significant effect on the student's failure. The thoughts of students and teachers about their own abilities is an indication of their self-efficacy and in this sense, self-efficacy appears before us as an important variable in physics education. The purpose of this study was to adapt the Physics Self-efficacy Scale (PSS) developed by Çalışkan (2007) for the university level to the high school physics course and to test the instrument for validity and reliability. The adapted scale was administered as a test of validity and reliability to a total of 343 students enrolled in three different public high schools in the city of İzmir. To determine factor structure in the process of the adaptation of the scale to the high school level physics course, exploratory factor analysis (AFA) and confirmatory factor analysis (CFA) were performed. At the end of the AFA, a 21-item Likert-type of scale titled the "High School Level Physics Self-efficacy Scale" of 2 factors. When the limits of the fit indices for the CFA were considered, it was seen that the model was a good fit. The results of the t test performed on the 27% upper and lower group scores provides information on the effectiveness of the items in discriminating between scores. The analyses showed that there were significant differences between groups in each item and that the item-total correlation was greater than 0.40. In this study too, the analyses performed yielded a Cronbach Alpha coefficient of 0.95. The findings of the validity and reliability studies thus show that the scale is a valid and reliable measurement instrument measuring physics self-efficacy beliefs for high school students.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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