Attitude toward Science Teaching of Spanish and Turkish In-Service Elementary Teachers: Multi-Group Confirmatory Factor Analysis

Autor/inn/en	Korur, Fikret; Vargas, Rocío Vargas; Torres Serrano, Noemí
Titel	Attitude toward Science Teaching of Spanish and Turkish In-Service Elementary Teachers: Multi-Group Confirmatory Factor Analysis
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 2, S.303-320 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1215a
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; Positive Attitudes; Scientific Attitudes; Factor Analysis; Factor Structure; Sex Fairness; Teacher Surveys; Measures (Individuals); Rating Scales; Goodness of Fit; Reliability; Questionnaires; Spain; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Faktorenanalyse; Faktorenstruktur; Sexualaufklärung; Messdaten; Rating-Skala; Reliabilität; Fragebogen; Spanien; Türkei
Abstract	Elementary school teachers' having a positive attitude toward science teaching might encourage students to develop positive attitudes toward science learning. This cross-cultural study aimed to validate the seven-factor structure of the Dimensions of Attitude toward Science (DAS) scale by applying it in two countries. Moreover, it aimed to determine the percentage distributions of in-service elementary school teachers' attitudes on the confirmed seven categories. The DAS scale was translated into Turkish and Spanish and administered to 185 teachers in Burdur and 202 teachers in Almeria. Multi-group confirmatory factor analysis confirmed that the factor structures of the translated scales for the two countries correspond to the same seven-factor structure by fitting the theoretical model. The DAS scale was compatible for both countries at an adequate level. In both samples, most of the teachers were against gender stereotyping in the science teaching/learning process, and they indicated they did not have any anxiety, fear, or stress toward teaching science. The crucial difference between the two samples was seen in the teachers' responses to items measuring "Enjoyment" and "Perceived Dependency Context Factors." (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01