THE DEVELOPMENT OF TEACHERS ATTITUDE SCALE TOWARDS EDUCATIONAL RESEARCH: THE VALIDITY AND RELIABILITY STUDY

Eğitimin kalitesini arttırmak amacıyla bilim insanları tarafından farklı konularda birçok eğitim araştırması yapılmaktadır. Diğer taraftan öğretmenlerden bu araştırma sonuçları bulgularına dayanarak uygulamalar yapmaları beklenmektedir. Öğretmenlerin eğitim araştırmalarının bulgularından yararlanmalarında bu araştırmalara karşı tutumları önemli bir yer tutmaktadır. Bu çalışmanın amacı öğretmenlerinin eğitim araştırmalarına karşı tutumlarının belirlenmesine yönelik "Eğitim Araştırmalarına Yönelik Öğretmen Tutum Ölçeği (EAÖTÖ)" olarak adlandırılan Likert tipi bir ölçek geliştirmektir. Çalışmada karma araştırma deseni kullanılmış olup nicel ve nitel verilerden yararlanılmıştır. Çalışmanın örneklemini 504 öğretmen oluşturmaktadır. EAÖTÖ'nün geliştirilmesindeki basamaklar; Kuramsal Çerçevesinin Oluşturulması; Madde Havuzunun Oluşturulması; Uzman Görüşe Başvurma; Geçerlik ve Güvenirlik İçin İstatistiksel Analizler; şeklindedir. EÖATÖ'nün geliştirilmesinde madde analizi, açımlayıcı faktör analizi, doğrulayıcı faktör analizi, Güvenirlik katsayısı (Cronbach's Alpha) değerleri hesaplanmıştır. Sonuç olarak EAÖTÖ 3 faktörlü yapıda (Eğitim Araştırmalarının Gerekliliği, Eğitim Araştırmalarına Değer Verme, Eğitim Araştırmalarının Uygulanabilirliği) 20 maddeden oluşturulmuş olup, Güvenirlik katsayısı Cronbach's Alpha 0.88 olarak hesaplanmıştır. Educational researches have been carried out by scientists in different subjects in order to improve the quality of education. On the other hand teachers are expected to apply the findings of this research results into practice. Teacher' attitudes towards education research are important in accepting the findings of education researches. The aim of this study was to develop "Teachers Attitude Scale Towards Educational Research (TASTER)" which is a Likert-type scale in order to determine teachers' attitudes towards educational research. Mixed research design has been utilized as the research method and data were obtained as both qualitative and quantitative means. The study sample was composed of 504 teachers. Steps in the development of TASTER are; establishment of theoretical framework; creation of item pool; getting the expert opinion; statistical analysis for reliability and validity. Item analysis, exploratory factor analysis, confirmatory factor analysis and reliability coefficient (Cronbach's alpha) were used in the development of TASTER. As a result of the study, three-factor structure of TASTER composed of 20 items were formed and the Cronbach's alpha reliability coefficient was calculated as 0.88

Evaluation of Multimedia Assisted Applications Designed According to 7e Learning Model on Student Opinions

The aim of this study is to indicate students’ views about a research which is oriented towards the phases of 7E learning model and multimedia supported practices in teaching of some concepts. The research was applied to 5th grade students who are educated in state school bound to National Education Ministry in the fall semester during the years 2014-2015. In the research, the unit “The Change of Matter” is taught with the help of multimedia supported practices according to 7E learning model. The research is qualitative approach and case study have been applied to this study. As a data collection tool, “Multimedia supported practices’ Process Evaluation Form” which consists of open-ended questions is used. Content analysis is utilized while analyzing the data obtained from the result of multimedia supported practices’ Process Evaluation Form. At the end of the research, it is revealed that information and communication technology ought to be used more and course materials which are designed so as to appeal more sense organs are important in Science teaching. Moreover, it is pointed out that the phases of 7E learning model frequently arouse curiosity among students. Encouraging students to study in groups makes many beneficial contributions to the communication among students as well as sparking them towards Science course through relating the past knowledge of the students with their daily lif