İlköğretim Bölümü
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Browsing İlköğretim Bölümü by Author "Arıkan, Serkan."
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Item A Turkish adaptation of the STEM competency beliefs instrument(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Demirbağ, Cansu.; Muğaloğlu, Ebru Zeynep.; Arıkan, Serkan.Achievement on science, technology, engineering and mathematics (STEM) education is important for the economic developments of countries. According to the social cognitive theory, the self-efficacy beliefs are a core construct which is a crucial predictor of achievement (Bandura, 1986). Self-efficacy beliefs are described as "people's judgments on their own capabilities for specific performance" (Bandura, 1986). In order to measure the self-efficacy variables in STEM education, STEM Competency Beliefs Instrument was developed by Chen, Cannady, Schunn, and Dorph at 2017. The instrument measures STEM self-efficacy beliefs of 10-14 years old students. This study aimed to adapt the instrument into Turkish and to investigate the validity of the Turkish version. The process consisted of three stages: adaptation of the instrument into a Turkish version based on expert work, a pilot study, and the main study to test the psychometric properties of the Turkish version. The instrument has 12 statements with 4 options for each. With the pilot study, reliability and validity analyses were conducted and the clarity of the items was examined. The result of the main study showed that the reliability of the instrument pointed out good internal consistency. Construct validity analysis showed that, in contrast to the original instrument, the Turkish version of the instrument has two-dimensional structure. The study concluded that the instrument can be utilized for STEM-related research to assess competency beliefs of students.|Keywords : STEM education, Self-Efficacy Beliefs, Instrument Adaptation, Construct ValidityItem Development of a scale on primary school teachers’ knowledge and perception of dyslexia(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Tosun, Duygu.; Babür, Fatma Nalan.; Arıkan, Serkan.The aim of the present study is two-fold. Firstly, it attempts to develop a scale to measure primary school teachers’ knowledge and perception of dyslexia. Secondly, it aims to explore teachers’ knowledge and perception of dyslexia through this scale. This study examines whether teachers’ knowledge and perception of dyslexia differ with regard to years of teaching experience, taking a course or seminars related to dyslexia, reading a book or an article about dyslexia and teaching a student with dyslexia or not. For this purpose Teachers’ Knowledge and Perceptions Scale was developed and 201 primary school teachers participated in the study. The results showed that there was no significant relationship between primary school teachers’ knowledge of dyslexia and their teaching experience. Also their knowledge of dyslexia did not differ with regard to other variables of the study. On the other hand, there was a weak positive relationship between teachers’ perception of dyslexia and teaching experience and there was a significant difference between perceptions of primary school teachers with regard to taking a course about dyslexia during university education. Teachers’ perception did not differ with regard to taking an in service seminar, reading a book or an article and teaching a student with dyslexia. The study may contribute to dyslexia research in terms of developing a scale to measure teachers’ knowledge and perception of dyslexia and revealing their knowledge and perception.