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The Scale of Scientific Epistemological Beliefs: Adapting for Turkish Culture, Language Validity and Examination of Factor Structure

Author(s): M. Bahaddin ACAT | Gülçin TÜKEN | Engin KARADAĞ

Journal: Journal of Turkish Science Education
ISSN 1304-6020

Volume: 7;
Issue: 4;
Start page: 67;
Date: 2010;
Original page

Keywords: Scientific Epistemological Beliefs | Scientific Knowledge | Epistemology Of Science | Validity | Reliability

The purpose of this study is to adapt The Scale of Scientific Epistemological Beliefs developed by Elder (1999) to Turkish culture for primary school students and define its structural validity. In this study, sampling group was consisted of 212 primary school students in three districts of Bilecik/Bozüyük. The study was completed at the eight steps. (i) The items of original scale had been translated to the Turkish and English language, (ii) Item-total point and item-remain correlations were defined, (iii) Item-discriminates were defined (iv) Analyze of structural validity was defined [(a) Confirmatory Factor Analyze, (b) Exploratory Factor Analyze], (v) Cronbach Alpha Coefficient was defined, (vi) Correlations between sub scales and (vii) The level of reliability was explained with the method of test retest. Item- total point and item-remain correlations of the scale were found upon 0.08 and all items were statistically significant. Discrimination index of items was significant at the level of .01 for all items and they were found significant for bottom and top group means. Findings of confirmatory factor analyze showed that indexes of consistency were not fair enough for model. Findings of the exploratory factor analyze showed that the scale includes five factors; (i) authority and honesty, (ii) process of knowledge production, (iii) resource of knowledge, (iv) intelligence (v) mutative knowledge. Self value of scale was 13.193 and percent of variance explained was 52.77. Factor loads of sub scales ranked between 0.49 and 0.76. Cronbach alpha coefficients of sub scales ranked between 0.57 and 0.86 and for whole scale, it was defined 0.82. As to result of test-retest coefficients, they were between 0.374 and 0.758. Findings showed that the scale indicated enough inner consistency to measure and define primary school students’ scientific epistemological beliefs.
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