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Bu araştırmanın amacı ortaokul öğrencilerine yönelik geçerli ve güvenilir bir “İklim Okuryazarlığı Ölçeği” geliştirmektir. Bu amaçla araştırma, nicel araştırma yöntemi temel alınarak yürütülmüştür. Araştırmanın örneklem grubunu, 2019-2020 eğitim-öğretim yılında İstanbul ilinde öğrenim görmekte olan yedinci ve sekizinci sınıf düzeyinde 558 öğrenci oluşturmaktadır. Bu bağlamda geliştirilmek istenen ölçek kapsamında, detaylı olarak gerçekleştirilen alan yazın taraması sonucunda araştırmacılar tarafından hazırlanan 81 ifadeden oluşan bir iklim okuryazarlığı taslak formu, veri toplama aracı olarak kullanılmıştır. Hazırlanan ölçeğin taslak formu alanında uzman öğretim üyeleri tarafından incelenerek, uzman görüşü alınmıştır. Daha sonra fen bilimleri ve sosyal bilgiler öğretmenleri aracılığıyla uygunluğu incelenmiş ve dil uzmanları aracılığıyla da dil anlatımı açısından kontrolü sağlanmıştır. Uzman görüşleri doğrultusunda ölçeğin taslak formundaki soru maddeleri 81 maddeden 73 maddeye düşürülmüştür. Pilot uygulaması yapılarak son hali verilen iklim okuryazarlığı ölçeğinin taslak formu belirlenen ortaokul öğrencilerine uygulanmıştır. Uygulama sonrası elde edilen veriler spss ve lisrel istatistik programlarıyla analiz edilmiştir. Analiz edilme sürecinde, ölçeğin yapı geçerliliğinin sağlanması bakımından açımlayıcı faktör analizi ve doğrulayıcı faktör analizi; güvenirliği bakımından ise iç tutarlılık katsayısı hesaplaması ve madde analizleri yapılmıştır. Madde analiziyle ilgili olarak madde-toplam puan korelâsyonlarına dayalı analizleri ve alt-üst grup ortalamaları farkına dayalı madde analizlerine ait t değerleri de hesaplanmıştır. Gerçekleştirilen faktör analizleri sonucunda, geliştirilen ölçeğin 3 faktörlü toplamda 24 maddeden oluşan bir yapı olduğu görülmüştür. Elde edilen üç faktörlü yapının doğrulanması açısından, ölçeğin doğrulayıcı faktör analizi gerçekleştirilmiştir. Doğrulayıcı faktör analizi sonucunda, ölçeğin 3 faktörlü yapısı doğrulanmış ve uyum indeksleri incelenmiştir. Analizler sonucunda, ölçeğin güvenirliğinin tümüne ilişkin olarak hesaplanan Cronbach Alpha iç tutarlık katsayısı 0.895 olarak hesaplanmıştır. Araştırma kapsamında elde edilen bulgular doğrultusunda, ortaokul öğrencilerinin iklim okuryazarlığı beceri düzeylerini belirlenmesi hedeflenen ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu ortaya konulmuştur. Bu bağlamda, geliştirilen iklim okuryazarlığı ölçeğinin ortaokul öğrencilere uygulanabilecek bir ölçme aracı olduğu belirlenmiş ve uygulamaya yönelik önerilerde bulunulmuştur.
The aim of this research is to develop a valid and reliable "Climate Reading Scale" for high school students. For this purpose, the research is carried out on the basis of the quantum research method. The sample group of the study consists of 558 students in the seventh and eighth class levels that are studying in the province of Istanbul in the 2019-2020 educational year. Within the scale to be developed in this context, a climate literature draft form consisting of 81 expressions prepared by the researchers as a result of the detailed area summer scan was used as a data collection tool. The draft form of the prepared scale was examined by the specialized faculty members in the field, the expert opinion was taken. Subsequently the accuracy was studied through the teachers of science and social information, and through the language experts the language interpretation was also controlled. According to the experts, the questioning subjects in the draft form of the scale were reduced from 81 to 73 subjects. The pilot application was applied to the high school students that were determined by the draft form of the climate literature scale given to the latest state. The data obtained after the application was analyzed with the SPSS and LISREL statistical programs. In the process of analysis, the scale’s structural validity is provided with the scale’s distorting factor analysis and the verifying factor analysis; in terms of reliability, the internal consistency ratio is calculated and the material analysis is carried out. In relation to the material analysis, the analysis based on the correlations of the material-total score and the t values of the material analysis based on the difference between the sub-top group average are also calculated. The results of the factor analysis found that the developed scale consisted of a structure of 24 substances in a total of 3 factors. For the verification of the achieved three-factor structure, the verifying factor analysis of the scale was carried out. As a result of the verifying factor analysis, the three-factor structure of the scale has been verified and the conformity index has been studied. As a result of the analysis, the internal consistency ratio of Cronbach Alpha, calculated for the total reliability of the scale, was calculated at 0.895 . According to the findings obtained within the framework of the research, it has been found that the scale aimed at determining the levels of climate literature skills of high school students is a valid and reliable measurement tool. In this context, the developed climate literature scale has been determined as a measurement tool that can be applied to high school students, and it has been proposed for implementation.
The aim of this research is to develop a valid and reliable “Climate Literacy Scale” for secondary school students. For this purpose, the research was carried out based on the quantitative research method. The sample group of the study consists of 558 students studying at the city of Istanbul in the 2019-2020 academic year at the seventh and eighth grade level. Within the scope of the scale to be developed in this context, a climate literacy draft form consisting of 81 expressions prepared by the researcher as a result of the literature review conducted in detail was used as a data collection tool. The draft form of the prepared scale was examined by expert lecturers in the field and expert opinion was taken. Then, its suitability was examined through science and social studies teachers, and it was controlled in terms of language expression through language experts. In accordance with the expert opinions, the question items in the draft form of the scale were reduced from 81 items to 73 items. The draft form of the climate literacy scale, which was finalized with a pilot application, was applied to the determined middle school students. Data obtained after the application were analyzed with spss and lisrel statistics programs. In the process of analysis, exploratory factor analysis and confirmatory factor analysis to ensure construct validity of the scale; In terms of reliability, internal consistency coefficient calculation and item analyzes were performed. Regarding the item analysis, the t-values of item analysis based on item-total score correlations and sub-upper group mean difference were also calculated. As a result of the factor analysis conducted, it was observed that the developed scale was a structure consisting of 3 items with a total of 24 items. Confirmatory factor analysis of the scale was performed in order to confirm the obtained three-factor structure. As a result of confirmatory factor analysis, the 3-factor structure of the scale was confirmed and fit indexes were examined. As a result of the analysis, the Cronbach Alpha internal consistency coefficient calculated for all the reliability of the scale was calculated as 0.895. In line with the findings obtained within the scope of the research, it was revealed that the scale aimed to determine the climate literacy skill levels of secondary school students is a valid and reliable measurement tool. In this context, it has been determined that the developed climate literacy scale is a measurement tool that can be applied to secondary school students and suggestions for implementation have been made.
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