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The Development of an Attitude Scale for Science and Technology Course

The Development of an Attitude Scale for Science and Technology Course,Hasret NUHOLU

The Development of an Attitude Scale for Science and Technology Course  
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The aim of this study is to develop a reliable and valid attitude scale in order to assess 6., 7. and 8th grade middle school students' attitudes towards science and technology course. The attitude factors were developed by comparing existing attitudes scales and discussing with experts on the field. The sample related to the development phase of the scale consists of 422 middle school students with three different schools in the center of Üsküdar instanbul. There are 10 positive and 10 negative attitude factors in the scale. The Cronbach-Alpha internal integrity coefficient of the final version of the scale was found to be 0.8739 after factor analysis was carried out. The middle school students' attitudes towards science and technology course were explored by a three point Likert scale. The data were analyzed by SPSS software and were evaluated at their attitudes towards science and technology course. In the final step it was examined to problems during the development stage of the scale and given some suggestions about the different features of the scale SUMMARY Purpose and significiant: Like in many other countries, science and technology education in middle school in Turkey is highly important. Evaluating the attitudes of science and technology course is important for teachers and curriculum developers. This paper reports a new scale which explored attitudes towards science and technology course in Turkey, looking at students grades from 6th to 8th. The aim of this study is to develop a reliable and valid attitude scale in order to assess 6., 7. and 8th grade middle school students' attitudes towards science and technology course with scince activity in this course. Method: This research has a quantitative design which is not experimental. According to practice this research is a descriptive model. The scale was applied to 422 students in 6th, 7th , 8th classes of middle schools in the developing stage. Results: There are 10 positive and 10 negative attitude factors in the scale. The middle school students' attitudes towards science and technology course were explored by a three point Likert scale. The Cronbach-Alpha internal integrity coefficient of the final version of the scale was found to be 0.8739 after factor analysis was carried out. These rates were thought to be high measures for the validity and suggestions were made to make it clear that this scale might be used in studies on scientific studies. The data were analyzed by SPSS software and were evaluated at their attitudes towards science and technology course. In the final step it was examined to problems during the development stage of the scale and given some suggestions about the different features of the scale. Conclusion: Science and technology course attitude scale is a reliable and valid scale for middle school students analyzed by statistically. This scale can be applied different research fields for different aim.
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