The Beliefs About Inquiry-Based Science Teaching Scale: Validity and Reliability Study
Journal Title: Batı Anadolu Eğitim Bilimleri Dergisi (BAED) - Year 2016, Vol 7, Issue 14
Abstract
This paper reports the adaptation study of the Beliefs about Inquiry-based Teaching Scale to Turkish language. Data in the study were collected from 372 preservice science teachers studying at three different state universities during the academic year 2012-2013. The original scale consisted of two parts. Factor analysis results indicated that the first part is a single factor about characteristics of inquiry-based teaching. Similar analyses showed that a two-factor solution was the best for the second part of the scale. This part was about barriers to implementation of inquiry. The first factor was related to barriers due to lack of teacher skills about inquiry and the second factor was related to barriers about application of inquiry as a teaching method. Internal consistency reliability analysis indicated that Cronbach’s alpha was 0.87 for the first part and 0.83 for the second part of the scale. Item-total correlation coefficients were investigated for further reliability analyses. The correlations ranged from 0.30 to 0.55 for the first part and 0.30 to 0.58 for the second part of the scale. The results of this study imply that the adaptation of the scale was successful and its Turkish version can be used a valid and reliable measurement tool to determine in-service and pre-service teachers’ beliefs about inquirybased teaching. The paper concludes with a discussion of possible uses of the scale.
Authors and Affiliations
Merve KOCAGÜL SAĞLAM, Mehmet ŞAHİN
Keywords
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