Araştırma Makalesi
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The Turkish Adaptation Study of the Perceived Cost of the School Science Scale for Primary School Students

Yıl 2022, Cilt: 51 Sayı: 2, 1233 - 1251, 31.08.2022
https://doi.org/10.14812/cuefd.1040499

Öz

The aim of this study was to determine the psychometric properties of the cost of the school science scale developed by Toma (2021) by adapting it into Turkish. A translation team was subsequently gathered for the study, translation - back translation processes were carried out, and then validity and reliability analyses were conducted by giving the final version of the scale. The related scale was applied to the 4th grade primary school students studying in Konya, and then normality tests were conducted. The model confirmatory factor analysis of the scale was tested and it was noted that the scale had a two-factor structure. The values of the model have an acceptable fit. In addition, the validity and reliability analyses of the scale were calculated by taking Cronbach's alpha, composite reliability and average variance extracted values into consideration. As a result of the examination, it was decided that the scale is a valid and reliable measurement tool that can be used to calculate the cost perception for science learning at the primary school level.

Kaynakça

  • Abd-El-Khalick, F., Summers, R., Said, Z., Wang, S., & Culbertson, M. (2015). Development and large-scale validation of an instrument to assess arabic-speaking students' attitudes toward science. International Journal of Science Education, 37(16), 2637-2663. https://doi.org/10.1080/09500693.2015.1098789
  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları (Sık kullanılan istatistiksel analizler ve açıklamalı SPSS çözümleri). İdeal Kültür Yayıncılık.
  • Alkış Küçükaydın, M. (2018). The effect of fifth grade students science anxiety on metacognitive awareness. Journal of Baltic Science Education, 17(5), 878–886. https://dx.doi.org/10.33225/jbse/18.17.878
  • Alkış Küçükaydın, M. (2021). Examination of elementary school students scientific attitudes and intellectual risk-taking behaviors. Science Education International, 32(2), 149–158. https://dx.doi.org/10.33828/sei.v32.i2.8
  • Balım, A. G., & Aydın, H. S. G. (2009). Fen ve teknolojiye yönelik tutum ölçeğinin geliştirilmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(25), 33-41.
  • Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences (pp. 503-509). Elsevier.
  • Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students' attitudes to school science and to science. International Journal of Science Education, 31(14), 1975-1998. https://doi.org/10.1080/09500690802425581
  • Blalock, C. L., Lichenstein, M. J., Owen, S., Pruski, L., Marshall, C., & Toepperwein, M. (2008). In pursuit of validity: a comprehensive review of science attitude instruments 1935–2005. International Journal of Science Education, 30(7), 961-977. https://doi.org/10.1080/09500690701344578
  • Boyd, D. J., Grossman, P., Lankford, H., Loeb, S., Michelli, N. M., & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in new york city schools. Journal of Teacher Education, 57(2), 155-166. https://doi.org/10.1177/0022487105285943
  • Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2011b). Sosyal bilimler için istatistik. Pegem Akademi
  • Büyüköztürk, Ş., Kılıcı Çakmak, E., & Akgün, Ö. E, Karadeniz, Ş., & Demirel, F. (2011a). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Bybee, R., & McCrae, B. (2011). Scientific literacy and student attitudes: Perspectives from PISA 2006 science. International Journal of Science Education, 33(1), 7-26. https://doi.org/10.1080/09500693.2010.518644
  • Chen, A., & Liu, X. L. (2009). Task values, cost, and choice decisions in college physical education. Journal of Teaching in Physical Education, 28(2), 192-213. https://doi.org/10.1123/JTPE.28.2.192
  • Chiang, E. S., Byrd, S. P., & Molin, A. J. (2011). Children’s perceived cost for exercise: Application of an expectancy-value paradigm. Health Education & Behavior, 38(2), 143-149. https://doi.org/10.1177/1090198110376350
  • Convert, B. (2005). Europe and the crisis in scientific vocations. European Journal of Education, 40(4), 361-366. https://doi.org/10.1111/j.1465-3435.2005.00233.x
  • Çelikdemir, M. (2006). Examining middle school students' understanding of the nature of science [Unpublished master’s thesis]. Middle East Technical University.
  • Eccles, J. (2011). Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. International Journal of Behavioral Development, 35(3), 195-201. https://doi.org/10.1177/0165025411398185
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225. https://doi.org/10.1177%2F0146167295213003
  • Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: a developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
  • Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J. T. Spencer (Ed.), Achievement and achievement motives (pp. 75-146). W. F. Freeman and Company.
  • Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73-92. https://doi.org/10.1023/a:1009009018235
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: the forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244. https://doi.org/https://doi.org/10.1016/j.cedpsych.2015.03.002
  • Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  • Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677. https://psycnet.apa.org/doi/10.1037/edu0000003
  • Gefen, D., Straub, D. ve Boudreau, M. C. (2000). Structural equation modeling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(1), 1-70. https://doi.org/10.17705/1CAIS.00407
  • Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279. https://doi.org/10.1111/ssm.12077
  • Güden, C., & Timur, B. (2016). Ortaokul öğrencilerinin fen bilimlerine yönelik tutumlarının bazı değişkenlere göre incelenmesi. International Journal of Active Learning, 1(1), 49-72.
  • Hillman, S. J., Zeeman, S. I., Tilburg, C. E., & List, H. E. (2016). My attitudes toward science (MATS): the development of a multidimensional instrument measuring students’ science attitudes. Learning Environments Research, 19(2), 203-219. https://doi.org/10.1007/s10984-016-9205-x
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and Real-Life achievement-related choices. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation (pp. 405-439). Academic Press.
  • Jenkins, E. W., & Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41-57. https://doi.org/10.1080/02635140500068435
  • Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139-152. https://doi.org/10.1016/j.cedpsych.2018.06.005
  • Kass, R. A., & Tinsley, H. E. A. (1979). Factor analysis. Journal of Leisure Research,11,120−138.
  • Keçeci, G., & Kirbağ Zengin, F. (2021). Ortaokul öğrencilerine yönelik fen ve teknoloji tutum ölçeği: Geçerlilik ve güvenirlik çalışması. Turkish Journal of Educational Science, 2(2), 143-168.
  • Kennedy, J., Quinn, F., & Taylor, N. (2016). The school science attitude survey: A new instrument for measuring attitudes towards school science. International Journal of Research and Method in Education, 39(4), 422-445. https://doi.org/10.1080/1743727X.2016.1160046
  • Kline, R. B. (1998). Structural equation modeling. Guilford.
  • Koballa, T. R. (1988). Attitude and related concepts in science education. Science Education, 72(2), 115-126. https://doi.org/10.1002/sce.3730720202
  • Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation. The Journal of Early Adolescence, 35(5-6), 790-816. https://doi.org/10.1177/0272431614556890
  • Lamb, R. L., Annetta, L., Meldrum, J., & Vallett, D. (2012). Measuring science interest: Rasch validation of the science interest survey. International Journal of Science and Mathematics Education, 10(3), 643-668. https://doi.org/10.1007/s10763-011-9314-z
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İlkokul Öğrencileri İçin Fen Maliyet Algısı Ölçeğinin Türkçeye Uyarlama Çalışması

Yıl 2022, Cilt: 51 Sayı: 2, 1233 - 1251, 31.08.2022
https://doi.org/10.14812/cuefd.1040499

Öz

Bu çalışmanın amacı Toma (2021) tarafından geliştirilen fen maliyet algısı ölçeğinin Türkçeye uyarlama çalışmasını yaparak psikometrik özelliklerini belirlemektir. Bu kapsamda çalışmada bir çeviri ekibi oluşturulmuş, çeviri - geri çeviri işlemleri yürütülmüş, ölçeğin son hâli verilerek geçerlik ve güvenirlik analizleri yapılmıştır. İlgili ölçek Konya ilinde öğrenim görmekte olan ilkokul 4.sınıf öğrencilerine uygulanmış ardından normallik testleri yapılmıştır. Ölçeğe ait model doğrulayıcı faktör analizi ile test edilmiş ve ölçeğin iki faktörlü bir yapıda olduğu görülmüştür. Modele ait değerlerin kabul edilebilir uyuma sahip olduğu görülmüştür. Ayrıca ölçeğin geçerlik ve güvenirlik analizleri Cronbach alfa, bileşik güvenirlik ve ortalama varyans değeri dikkate alınarak hesaplanmıştır. İnceleme sonucunda ölçeğin, ilkokul düzeyinde fen öğrenmeye yönelik maliyet algısını hesaplamak için kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğuna karar verilmiştir.

Kaynakça

  • Abd-El-Khalick, F., Summers, R., Said, Z., Wang, S., & Culbertson, M. (2015). Development and large-scale validation of an instrument to assess arabic-speaking students' attitudes toward science. International Journal of Science Education, 37(16), 2637-2663. https://doi.org/10.1080/09500693.2015.1098789
  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları (Sık kullanılan istatistiksel analizler ve açıklamalı SPSS çözümleri). İdeal Kültür Yayıncılık.
  • Alkış Küçükaydın, M. (2018). The effect of fifth grade students science anxiety on metacognitive awareness. Journal of Baltic Science Education, 17(5), 878–886. https://dx.doi.org/10.33225/jbse/18.17.878
  • Alkış Küçükaydın, M. (2021). Examination of elementary school students scientific attitudes and intellectual risk-taking behaviors. Science Education International, 32(2), 149–158. https://dx.doi.org/10.33828/sei.v32.i2.8
  • Balım, A. G., & Aydın, H. S. G. (2009). Fen ve teknolojiye yönelik tutum ölçeğinin geliştirilmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(25), 33-41.
  • Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences (pp. 503-509). Elsevier.
  • Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students' attitudes to school science and to science. International Journal of Science Education, 31(14), 1975-1998. https://doi.org/10.1080/09500690802425581
  • Blalock, C. L., Lichenstein, M. J., Owen, S., Pruski, L., Marshall, C., & Toepperwein, M. (2008). In pursuit of validity: a comprehensive review of science attitude instruments 1935–2005. International Journal of Science Education, 30(7), 961-977. https://doi.org/10.1080/09500690701344578
  • Boyd, D. J., Grossman, P., Lankford, H., Loeb, S., Michelli, N. M., & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in new york city schools. Journal of Teacher Education, 57(2), 155-166. https://doi.org/10.1177/0022487105285943
  • Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2011b). Sosyal bilimler için istatistik. Pegem Akademi
  • Büyüköztürk, Ş., Kılıcı Çakmak, E., & Akgün, Ö. E, Karadeniz, Ş., & Demirel, F. (2011a). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Bybee, R., & McCrae, B. (2011). Scientific literacy and student attitudes: Perspectives from PISA 2006 science. International Journal of Science Education, 33(1), 7-26. https://doi.org/10.1080/09500693.2010.518644
  • Chen, A., & Liu, X. L. (2009). Task values, cost, and choice decisions in college physical education. Journal of Teaching in Physical Education, 28(2), 192-213. https://doi.org/10.1123/JTPE.28.2.192
  • Chiang, E. S., Byrd, S. P., & Molin, A. J. (2011). Children’s perceived cost for exercise: Application of an expectancy-value paradigm. Health Education & Behavior, 38(2), 143-149. https://doi.org/10.1177/1090198110376350
  • Convert, B. (2005). Europe and the crisis in scientific vocations. European Journal of Education, 40(4), 361-366. https://doi.org/10.1111/j.1465-3435.2005.00233.x
  • Çelikdemir, M. (2006). Examining middle school students' understanding of the nature of science [Unpublished master’s thesis]. Middle East Technical University.
  • Eccles, J. (2011). Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. International Journal of Behavioral Development, 35(3), 195-201. https://doi.org/10.1177/0165025411398185
  • Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225. https://doi.org/10.1177%2F0146167295213003
  • Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: a developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
  • Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J. T. Spencer (Ed.), Achievement and achievement motives (pp. 75-146). W. F. Freeman and Company.
  • Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73-92. https://doi.org/10.1023/a:1009009018235
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: the forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244. https://doi.org/https://doi.org/10.1016/j.cedpsych.2015.03.002
  • Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  • Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677. https://psycnet.apa.org/doi/10.1037/edu0000003
  • Gefen, D., Straub, D. ve Boudreau, M. C. (2000). Structural equation modeling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(1), 1-70. https://doi.org/10.17705/1CAIS.00407
  • Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279. https://doi.org/10.1111/ssm.12077
  • Güden, C., & Timur, B. (2016). Ortaokul öğrencilerinin fen bilimlerine yönelik tutumlarının bazı değişkenlere göre incelenmesi. International Journal of Active Learning, 1(1), 49-72.
  • Hillman, S. J., Zeeman, S. I., Tilburg, C. E., & List, H. E. (2016). My attitudes toward science (MATS): the development of a multidimensional instrument measuring students’ science attitudes. Learning Environments Research, 19(2), 203-219. https://doi.org/10.1007/s10984-016-9205-x
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and Real-Life achievement-related choices. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation (pp. 405-439). Academic Press.
  • Jenkins, E. W., & Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41-57. https://doi.org/10.1080/02635140500068435
  • Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139-152. https://doi.org/10.1016/j.cedpsych.2018.06.005
  • Kass, R. A., & Tinsley, H. E. A. (1979). Factor analysis. Journal of Leisure Research,11,120−138.
  • Keçeci, G., & Kirbağ Zengin, F. (2021). Ortaokul öğrencilerine yönelik fen ve teknoloji tutum ölçeği: Geçerlilik ve güvenirlik çalışması. Turkish Journal of Educational Science, 2(2), 143-168.
  • Kennedy, J., Quinn, F., & Taylor, N. (2016). The school science attitude survey: A new instrument for measuring attitudes towards school science. International Journal of Research and Method in Education, 39(4), 422-445. https://doi.org/10.1080/1743727X.2016.1160046
  • Kline, R. B. (1998). Structural equation modeling. Guilford.
  • Koballa, T. R. (1988). Attitude and related concepts in science education. Science Education, 72(2), 115-126. https://doi.org/10.1002/sce.3730720202
  • Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2015). A practical measure of student motivation. The Journal of Early Adolescence, 35(5-6), 790-816. https://doi.org/10.1177/0272431614556890
  • Lamb, R. L., Annetta, L., Meldrum, J., & Vallett, D. (2012). Measuring science interest: Rasch validation of the science interest survey. International Journal of Science and Mathematics Education, 10(3), 643-668. https://doi.org/10.1007/s10763-011-9314-z
  • Luttrell, V. R., Callen, B. W., Allen, C. S., Wood, M. D., Deeds, D. G., & Richard, D. C. S. (2010). The mathematics value inventory for general education students: Development and initial validation. Educational and Psychological Measurement, 70(1), 142-160. https://doi.org/10.1177/0013164409344526
  • Marcoulides, G., & Schumacher, R. (2001). New developments and techniques in structural equation modelling. London: Lawrence Erlbaum Associates Publishers.
  • Mason, C. L., Kahle, J. B., & Gardner, A. L. (1991). Draw-a-scientist test: Future implications. School Science and Mathematics, 91(5), 193-198. https://doi.org/10.1111/j.1949-8594.1991.tb12078.x
  • Mıhladız, G. D., & Duran, M. (2010). İlköğretim öğrencilerinin bilime yönelik tutumlarının demografik değişkenler açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(20), 100-121.
  • Munby, H. (1983). An investigation into the measurement of attitudes in science education. SMEAC Information Reference Center.
  • Munby, H. (1997). Issues of validity in science attitude measurement. Journal of Research in Science Teaching, 34(4), 337-341. https://doi.org/10.1002/(SICI)1098-2736(199704)34:4%3C337::AID-TEA4%3E3.0.CO;2-S
  • Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44(7), 908-937. https://doi.org/https://doi.org/10.1002/tea.20169
  • Nuhoğlu, H. (2008). İlköğretim fen ve teknoloji dersine yönelik bir tutum ölçeğinin geliştirilmesi. İlköğretim Online, 7(3), 627-639.
  • Özdamar, K. (2017). Ölçek ve test geliştirme yapısal eşitlik modellemesi. IBM SPSS, IBM SPSS AMOS ve MINITAB uygulamalı. Nisan Kitabevi.
  • Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-329. https://doi.org/10.1037/a0034027
  • Ramsden, J. M. (1998). Mission impossible?: Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125-137. https://doi.org/10.1080/0950069980200201
  • Rennie, L. J., & Punch, K. F. (1991). The relationship between affect and achievement in science. Journal of Research in Science Teaching, 28(2), 193-209. https://doi.org/https://doi.org/10.1002/tea.3660280209
  • Sato, J. (1998). Effects of Learners' Perceptions of Utility and Costs, and Learning Strategy Preferences. The Japanese Journal of Educational Psychology, 46(4), 367-376. https://doi.org/10.5926/jjep1953.46.4_367
  • Shinogaya, K. (2018). Motives, beliefs, and perceptions among learners affect preparatory learning strategies. Journal of Educational Research, 111(5), 612-619. https://doi.org/10.1080/00220671.2017.1349074
  • Summers, R., & Abd-El-Khalick, F. (2018). Development and validation of an instrument to assess student attitudes toward science across grades 5 through 10. Journal of Research in Science Teaching, 55(2), 172-205. https://doi.org/10.1002/tea.21416
  • Tabachnick, B. G. , & Fidell, L.S. (2001). Using multivariate statistics. Allyn & Bacon.
  • Toma, R. B. (2021). Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation. Studies in Educational Evaluation, 70, 101009. https://doi.org/10.1016/j.stueduc.2021.101009
  • Toma, R. B., & Lederman, N. G. (2022). A comprehensive review of instruments measuring attitudes toward science. Research in Science Education, 52, 567- 582. https://doi.org/10.1007/s11165-020-09967-1
  • Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: a latent interaction modeling study. Journal of Educational Psychology, 104(3), 763-777. https://doi.org/10.1037/a0027470
  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.). International handbook of science education (pp. 597-625). Springer
  • Usta, E., & Akkanat, Ç. (2015). Investigating scientific creativity level of seventh grade students. Procedia Social and Behavioral Sciences, 191, 1408-1415. https://doi.org/10.1016/j.sbspro.2015.04.643
  • Wang, T. L., & Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students’ attitudes toward their science class. International Journal of Science Education, 32(18), 2413-2428. https://doi.org/10.1080/09500690903431561
  • Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students' subjective task values and motivation: a look back and a look forward. Advances in Motivation Science, 7(20),161-198. https://doi.org/10.1016/bs.adms.2019.05.002
  • Wigfield, A., Rosenzweig, E. Q., & Eccles, J. (2017). Achievement values: Interactions, interventions, and future directions. In A. Elliot, C. Dweck, & D. Yeager (Eds.). Handbook of competence and motivation: Theory and application (pp. 116-134). Guilford Press.
  • Wyer, M. (2003). Intending to stay: Images of scientists, attitudes toward women, and gender as ınfluences on persistence among science and engineering majors. Journal of Women and Minorities in Science and Engineering, 9, 1-16. http://dx.doi.org/10.1615/JWomenMinorScienEng.v9.i1.10
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Seher Esen 0000-0002-3569-1185

Menşure Alkış Küçükaydın 0000-0003-4410-1279

Yayımlanma Tarihi 31 Ağustos 2022
Gönderilme Tarihi 23 Aralık 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 2

Kaynak Göster

APA Esen, S., & Alkış Küçükaydın, M. (2022). The Turkish Adaptation Study of the Perceived Cost of the School Science Scale for Primary School Students. Cukurova University Faculty of Education Journal, 51(2), 1233-1251. https://doi.org/10.14812/cuefd.1040499

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