Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 4, 111 - 130, 01.07.2022
https://doi.org/10.17275/per.22.82.9.4

Öz

Kaynakça

  • Adıyaman, A., & Ünal, F. (2020). Pre-service teachers' views on the informal learning environments. Journal of Humanities and Tourism Research, 10(1), 95-114. doi: https://doi.org/10.14230/johut784.
  • Arık, S. (2019). Acid-base rocket: Argumentation based inquiry STEM activity. II. International 19 May Innovative Scientific Approaches Congress, 242–255, Samsun.
  • Arık, S. (2021). STEM teachers at work for a sustainable future. H. Özcan (Ed.), STEM Educational Applications-II (pp. 132–156). İstanbul: Pusula.
  • Arık, S., & Yılmaz, M. (2020). Systematic review of experimental studies on environmental academic achievement and attitudes toward environment. Cumhuriyet International Journal of Education, 9(2), 494–535. doi: https://doi.org/10.30703/cije.624562.
  • Aslan, S., & Kan, A. (2021). A validity and reliability study on the scale for the attitude toward Syrian students. The Journal of Turkish Social Research, 25(1), 193-206.
  • Aydın, S., Yerdelen, S., Yalmancı, S. G., & Göksu, V. (2014). Academic motivation scale for learning biology: A scale development study. Education and Science, 39(176), 425–435.
  • Balkan-Kıyıcı, F., & Yavuz-Topaloğlu, M. (2016). A Scale development study for the teachers on out of school learning environments. Malaysian Online Journal of Educational Sciences, 4(4), 1-13.
  • Berberoğlu, E., & Uygun, S. (2013). Examining of outdoor education development in the world and in Turkey. Mersin University Journal of The Faculty of Education, 9(2), 32-42.
  • Bland, J. and Altman, D. (1997) Statistics Notes: Cronbach’s Alpha. BMJ, 314, 572. doi: http://dx.doi.org/10.1136/bmj.314.7080.572.
  • Bolat, Y., & Köroğlu, M. (2020). Out-of-school learning and scale of regulating out-of-school learning: Validity and reliability study, International Journal of Education Technology and Scientific Researches, 5(13), 1630-1663.
  • Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10(2), 83-100.
  • Bozdoğan, A. E. (2007). Role and Importance of Science and Technology Museum in Education. (Unpublished doctoral dissertation). Gazi University, Institute of Educational Science. Ankara.
  • Bozdoğan, A. E. (2008). The assessment of the science centres of the pre-service science teachers in terms of science education: The case of Feza Gürsey Science Center. The Journal of Uludağ University Faculty of Education, 21(1), 19–41.
  • Bozdoğan, A. E. (2016). Development of self-efficacy belief scale for planning and organizing educational trips to out of school settings. Journal of Theoretical Educational Science, 9(1), 111-129. doi: http://dx.doi.org/10.5578/keg.9475.
  • Bozdoğan, A. E. (2018). The effects of elective course designed with different contents on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum based field trips. Journal of Baltic Science Education, 17(3), 446–461. doi: https://doi.org/10.33225/jbse/18.17.446.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Büyüköztürk, Ş. (1997). Development of anxiety scale for research. Educational Administration: Theory and Practice, 3(4), 453-464.
  • Büyüköztürk, Ş. (2020). Manual of data analysis for social sciences. (28th Ed.). Ankara: Pegem.
  • Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2), 35–48. doi: https://doi.org/10.1007/BF03173683.
  • Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276. doi: https://doi.org/10.1207/s15327906mbr0102_10.
  • Child, D. (2006). The Essentials of factor analysis (3th.). Continuum.
  • Clayton, S., & Karazsia, B. T. (2020). Development and validation of a measure of climate change anxiety. Journal of Environmental Psychology, 69, 101434. https://doi.org/https://doi.org/10.1016/j.jenvp.2020.101434.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. doi: https://doi.org/10.1037/0033-2909.112.1.155.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routhledge.
  • Cohen, R., & Swerdlik, M. (2010). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York: McGraw Hill.
  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). New York: Psychology Press. doi: https://doi.org/10.4324/97813158275.
  • Costello, A. B. ve Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1-9.
  • Crocker, L., & Algina, J. (1986) Introduction to classical and modern test theory. New York, Harcourt Brace Jovanovich.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Multivariate statistical SPSS and LISREL applications. Ankara: Pegem.
  • Demir, M. K. (2007a). The study of classroom teacher candidates’ perspectives towards field trip method. Gazi University Journal of Gazi Educational Faculty, 27(3), 83-98.
  • Demir, M. K. (2007b). Field trip application characteristics of classroom teachers in life study and social studies courses. The Journal of Turkish Educational Sciences, 5(2), 323-341.
  • DeVellis, R. F. (2003). Scale development: Theory and application (2nd ed.). Thousand Oaks, CA: SAGE Publications.
  • Erten, S., & Taşçi, G. (2016). Developing activities of out of the school learning environments for science classes, and analysing their effects on students’ scientific process skills. Erzincan University Journal of Education Faculty (EUJEF), 18(2), 638–657. https://doi.org/10.17556/jef.41328.
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. doi: https://doi.org/10.1007/s10956-006-9027-1.
  • Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). London: Sage Publications.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. (8th ed.). New York: McGraw-Hill.
  • Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535–549. doi: https://doi.org/10.1080/09500690116971.
  • Göloğlu-Demir, C., & Çetin, F. (2021a). Development of a scale to measure teachers’ self-efficacy beliefs toward out-of-school learning (OoSL) activities. The Journal of Turkish Educational Science, 19(1), 613-634. doi: https://doi.org/10.37217/tebd.901426.
  • Göloğlu-Demir, C., & Çetin, F. (2021b). The development of an attitude scale to measure teachers’ attitudes to out-of-school learning activities (OOSLA): A validity and reliability studies. Third Sector Social Economic Review, 56(2), 895-910.
  • Güven, A., Gazel, A. A., & Sever, R. (2004). Problems faced by history teachers in trip-observation practices. Atatürk University Journal of Kazım Karabekir Education Faculty, 9, 225–235.
  • Hannu, S. (1993). Science centre education, motivation and learning in informal education. (Unpublished Doctoral Dissertation). Helsinki University, Finland.
  • Howe, R. W., & Disinger, J. F. (1988). Teaching environmental education using out of school settings and mass media. ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH. doi: https://www.ericdigests.org/pre-9215/mass.htm.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi: https://doi.org/10.1080/10705519909540118.
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141–151. doi: https://doi.org/10.1177/001316446002000116.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. doi: https://doi.org/10.1007/BF02291575.
  • Kan, A. (2009). Qualities that must be present in measurement tools. H. Atılgan (Ed.) In Measurement and evaluation in education (pp. 23-80). Ankara: Anı.
  • Karagöz, Y. (2019). SPSS-AMOS-META Applied statistical analysis. (2nd ed.). Ankara: Nobel Academy.
  • Kılıç, A. (2018). Evaluation of oral and local history activities regarding "yesterday, today, tomorrow" theme in life studies course. (Unpublished master thesis). İstanbul University Institute of Educational Sciences, İstanbul.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 86(6), 936–955.
  • MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. doi: https://doi.org/10.1037/1082-989X.4.1.84.
  • Matsunaga, M. (2010). How to factor-analyze your data right: do’s, don’ts, and how-to’s. International Journal of Psychological Research, 3(1), 97–110. doi: https://doi.org/10.21500/20112084.854.
  • Melber, L. M., & Abraham, L. M. (1999). Beyond the classroom: Linking with Informal Education. Science Activities,36(1), 3–4. doi: https://doi.org/10.1080/00368129909601027.
  • Moseley, C., Reinke, K., & Bookout, V. (2002). The effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-efficacy and outcome expectancy. The Journal of Environmental Education, 34(1), 9–15. doi: https://doi.org/10.1080/00958960209603476.
  • Orion, N., Hofstein, A., Tamir, P., & Giddings, G. J. (1997). Development and validation of an instrument for assessing the learning environment of outdoor science activities. Science Education, 81(2), 161–171.
  • Özcan, H., & Arik, S. (2019). Development of the attitude scale towards environmental pollution: Validity and reliability study. Iğdır University Journal of Social Sciences, 17, 425-456.
  • Özgen, N. (2011). A different approach to physical geography teaching method: Trip-observation supported education. International Journal of Geography and Geography Education, 23, 373-388.
  • Pallant, J. (2015). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Maidenhead, Berkshire: McGraw Hill.
  • Pekin, M., & Bozdoğan, A. E. (2021). Examining secondary school teachers' self-efficacy in organizing trips to out-of-school environments in terms of different variables: Sample of Tokat province International Journal of Turkish Educational Studies, 17,114–133. https://doi.org/10.46778/goputeb.956719 .
  • Ramey-Gassert, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97(4), 433–450. doi: https://doi.org/10.1086/461875.
  • Raykov, T., & Marcoulides, G.A. (2008). An introduction to applied multivariate analysis (1st ed.). Routledge. doi: https://doi.org/10.4324/9780203809532.
  • Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams, J. S. (1988). Dimensionality of coping: factor stability using the Ways of Coping Questionnaire. Psychological reports, 62(3), 763–770. Doi: https://doi.org/10.2466/pr0.1988.62.3.763.
  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29(3), 23–31. doi: https://doi.org/10.1080/00958969809599115.
  • Spielberger, C. D. (1972). Anxiety: Current trend in theory and research. New York: Academic Press.
  • Stevens, J. P. (2009). Applied multivariate statistics for the social sciences, (5th ed.). Newyork: Routledge/Taylor & Francis Group.
  • Sümer, N. (2000). Structural equation models: Basic concepts and example practices. Turkish Psychological Articles, 3(6), 49-74.
  • Şen, A.İ, Ertaş-Kılıç, H., Oktay, Ö., Ekinci, S., & Kadirhan, Z. (2021). Learning science outside the classroom: Development and validation of the out-of-school learning environments perception scale. Journal of Outdoor and Environmental Education, 24:19–36. doi: https://doi.org/10.1007/s42322-020-00070-7.
  • Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics. (6th Edition). Boston: Pearson Education.
  • Tal, R., Bamberger, Y., & Morag, O. (2005). Guided school visits to Natural History Museums in Israel: Teachers’ roles. Science Education, 89(6), 920-935.
  • Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20(3), 245–262. doi: https://doi.org/10.1007/s10972-009-9131-1.
  • Tatar, N., & Bağrıyanık, K. E. (2012). Opinions of science and technology teachers about outdoor education. Elementary Education Online, 11(4), 882–896.
  • Tavsancil, E. (2002). Measurement of attitudes and data analysis with SPSS. Ankara: Nobel.
  • Taylor, E. W., & Caldarelli, M. (2004). Teaching beliefs of non‐formal environmental educators: a perspective from state and local parks in the United States. Environmental Education Research, 10(4), 451–469. doi: https://doi.org/10.1080/1350462042000291001.
  • Tezbaşaran, A. (2008). The likert-type scale development guide. (3th Edition). Mersin: Turkish Psychological Association.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. In Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association. https://doi.org/10.1037/10694-000.
  • Üner, S. (2019). A study of an evaluation scale for science teachers’ anxiety levels towards out-of-school learning environments. (Unpublished master thesis). Hacettepe University Institute of Educational Sciences, Ankara.

Teacher Anxiety Scale for Organizing Trips to Out-of-School Learning Environments: Development and Validity of the Scale

Yıl 2022, Cilt: 9 Sayı: 4, 111 - 130, 01.07.2022
https://doi.org/10.17275/per.22.82.9.4

Öz

This study aims to develop a valid and reliable “Teacher Anxiety Scale for Organizing Trips to Out of School Learning Environments” to measure teachers' anxiety about out-of-school learning environments. This research focuses on the methodological validity and reliability of the scale. The study group of the research consisted of 394 teachers working in public and private schools affiliated to the Ministry of National Education in different cities of Turkey. In the development of the scale, the processes of literature review, creating an item pool, obtaining expert opinion, pilot test, creating the trial form, data collection, data analysis (exploratory factor analysis, repeated exploratory factor analysis, confirmatory factor analysis, item analysis, and reliability analysis), and creating the final form were followed. As a result of the analysis, a valid and reliable scale consisting of 28 items and four factors was created. The factors of the scale were named “Bureaucracy-Related (BR) Anxiety”, “Safety Risks-Related (SRR) Anxiety”, “Harm-Related (HR) Anxiety” and “Pedagogy-Related (PR) Anxiety”, respectively. While the Cronbach’s Alpha reliability coefficient for the total scale was determined as .944; the reliability coefficients for the factors were determined as BR Anxiety Cr α=.868, SRR Anxiety Cr α=.922, HR Anxiety Cr α=.903, and PR Anxiety Cr α=.952, respectively. The results indicate that the scale is quite reliable.

Kaynakça

  • Adıyaman, A., & Ünal, F. (2020). Pre-service teachers' views on the informal learning environments. Journal of Humanities and Tourism Research, 10(1), 95-114. doi: https://doi.org/10.14230/johut784.
  • Arık, S. (2019). Acid-base rocket: Argumentation based inquiry STEM activity. II. International 19 May Innovative Scientific Approaches Congress, 242–255, Samsun.
  • Arık, S. (2021). STEM teachers at work for a sustainable future. H. Özcan (Ed.), STEM Educational Applications-II (pp. 132–156). İstanbul: Pusula.
  • Arık, S., & Yılmaz, M. (2020). Systematic review of experimental studies on environmental academic achievement and attitudes toward environment. Cumhuriyet International Journal of Education, 9(2), 494–535. doi: https://doi.org/10.30703/cije.624562.
  • Aslan, S., & Kan, A. (2021). A validity and reliability study on the scale for the attitude toward Syrian students. The Journal of Turkish Social Research, 25(1), 193-206.
  • Aydın, S., Yerdelen, S., Yalmancı, S. G., & Göksu, V. (2014). Academic motivation scale for learning biology: A scale development study. Education and Science, 39(176), 425–435.
  • Balkan-Kıyıcı, F., & Yavuz-Topaloğlu, M. (2016). A Scale development study for the teachers on out of school learning environments. Malaysian Online Journal of Educational Sciences, 4(4), 1-13.
  • Berberoğlu, E., & Uygun, S. (2013). Examining of outdoor education development in the world and in Turkey. Mersin University Journal of The Faculty of Education, 9(2), 32-42.
  • Bland, J. and Altman, D. (1997) Statistics Notes: Cronbach’s Alpha. BMJ, 314, 572. doi: http://dx.doi.org/10.1136/bmj.314.7080.572.
  • Bolat, Y., & Köroğlu, M. (2020). Out-of-school learning and scale of regulating out-of-school learning: Validity and reliability study, International Journal of Education Technology and Scientific Researches, 5(13), 1630-1663.
  • Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10(2), 83-100.
  • Bozdoğan, A. E. (2007). Role and Importance of Science and Technology Museum in Education. (Unpublished doctoral dissertation). Gazi University, Institute of Educational Science. Ankara.
  • Bozdoğan, A. E. (2008). The assessment of the science centres of the pre-service science teachers in terms of science education: The case of Feza Gürsey Science Center. The Journal of Uludağ University Faculty of Education, 21(1), 19–41.
  • Bozdoğan, A. E. (2016). Development of self-efficacy belief scale for planning and organizing educational trips to out of school settings. Journal of Theoretical Educational Science, 9(1), 111-129. doi: http://dx.doi.org/10.5578/keg.9475.
  • Bozdoğan, A. E. (2018). The effects of elective course designed with different contents on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum based field trips. Journal of Baltic Science Education, 17(3), 446–461. doi: https://doi.org/10.33225/jbse/18.17.446.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Büyüköztürk, Ş. (1997). Development of anxiety scale for research. Educational Administration: Theory and Practice, 3(4), 453-464.
  • Büyüköztürk, Ş. (2020). Manual of data analysis for social sciences. (28th Ed.). Ankara: Pegem.
  • Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2), 35–48. doi: https://doi.org/10.1007/BF03173683.
  • Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1(2), 245–276. doi: https://doi.org/10.1207/s15327906mbr0102_10.
  • Child, D. (2006). The Essentials of factor analysis (3th.). Continuum.
  • Clayton, S., & Karazsia, B. T. (2020). Development and validation of a measure of climate change anxiety. Journal of Environmental Psychology, 69, 101434. https://doi.org/https://doi.org/10.1016/j.jenvp.2020.101434.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. doi: https://doi.org/10.1037/0033-2909.112.1.155.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routhledge.
  • Cohen, R., & Swerdlik, M. (2010). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York: McGraw Hill.
  • Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis (2nd ed.). New York: Psychology Press. doi: https://doi.org/10.4324/97813158275.
  • Costello, A. B. ve Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1-9.
  • Crocker, L., & Algina, J. (1986) Introduction to classical and modern test theory. New York, Harcourt Brace Jovanovich.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Multivariate statistical SPSS and LISREL applications. Ankara: Pegem.
  • Demir, M. K. (2007a). The study of classroom teacher candidates’ perspectives towards field trip method. Gazi University Journal of Gazi Educational Faculty, 27(3), 83-98.
  • Demir, M. K. (2007b). Field trip application characteristics of classroom teachers in life study and social studies courses. The Journal of Turkish Educational Sciences, 5(2), 323-341.
  • DeVellis, R. F. (2003). Scale development: Theory and application (2nd ed.). Thousand Oaks, CA: SAGE Publications.
  • Erten, S., & Taşçi, G. (2016). Developing activities of out of the school learning environments for science classes, and analysing their effects on students’ scientific process skills. Erzincan University Journal of Education Faculty (EUJEF), 18(2), 638–657. https://doi.org/10.17556/jef.41328.
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. doi: https://doi.org/10.1007/s10956-006-9027-1.
  • Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). London: Sage Publications.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. (8th ed.). New York: McGraw-Hill.
  • Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535–549. doi: https://doi.org/10.1080/09500690116971.
  • Göloğlu-Demir, C., & Çetin, F. (2021a). Development of a scale to measure teachers’ self-efficacy beliefs toward out-of-school learning (OoSL) activities. The Journal of Turkish Educational Science, 19(1), 613-634. doi: https://doi.org/10.37217/tebd.901426.
  • Göloğlu-Demir, C., & Çetin, F. (2021b). The development of an attitude scale to measure teachers’ attitudes to out-of-school learning activities (OOSLA): A validity and reliability studies. Third Sector Social Economic Review, 56(2), 895-910.
  • Güven, A., Gazel, A. A., & Sever, R. (2004). Problems faced by history teachers in trip-observation practices. Atatürk University Journal of Kazım Karabekir Education Faculty, 9, 225–235.
  • Hannu, S. (1993). Science centre education, motivation and learning in informal education. (Unpublished Doctoral Dissertation). Helsinki University, Finland.
  • Howe, R. W., & Disinger, J. F. (1988). Teaching environmental education using out of school settings and mass media. ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH. doi: https://www.ericdigests.org/pre-9215/mass.htm.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi: https://doi.org/10.1080/10705519909540118.
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141–151. doi: https://doi.org/10.1177/001316446002000116.
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. doi: https://doi.org/10.1007/BF02291575.
  • Kan, A. (2009). Qualities that must be present in measurement tools. H. Atılgan (Ed.) In Measurement and evaluation in education (pp. 23-80). Ankara: Anı.
  • Karagöz, Y. (2019). SPSS-AMOS-META Applied statistical analysis. (2nd ed.). Ankara: Nobel Academy.
  • Kılıç, A. (2018). Evaluation of oral and local history activities regarding "yesterday, today, tomorrow" theme in life studies course. (Unpublished master thesis). İstanbul University Institute of Educational Sciences, İstanbul.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 86(6), 936–955.
  • MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. doi: https://doi.org/10.1037/1082-989X.4.1.84.
  • Matsunaga, M. (2010). How to factor-analyze your data right: do’s, don’ts, and how-to’s. International Journal of Psychological Research, 3(1), 97–110. doi: https://doi.org/10.21500/20112084.854.
  • Melber, L. M., & Abraham, L. M. (1999). Beyond the classroom: Linking with Informal Education. Science Activities,36(1), 3–4. doi: https://doi.org/10.1080/00368129909601027.
  • Moseley, C., Reinke, K., & Bookout, V. (2002). The effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-efficacy and outcome expectancy. The Journal of Environmental Education, 34(1), 9–15. doi: https://doi.org/10.1080/00958960209603476.
  • Orion, N., Hofstein, A., Tamir, P., & Giddings, G. J. (1997). Development and validation of an instrument for assessing the learning environment of outdoor science activities. Science Education, 81(2), 161–171.
  • Özcan, H., & Arik, S. (2019). Development of the attitude scale towards environmental pollution: Validity and reliability study. Iğdır University Journal of Social Sciences, 17, 425-456.
  • Özgen, N. (2011). A different approach to physical geography teaching method: Trip-observation supported education. International Journal of Geography and Geography Education, 23, 373-388.
  • Pallant, J. (2015). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Maidenhead, Berkshire: McGraw Hill.
  • Pekin, M., & Bozdoğan, A. E. (2021). Examining secondary school teachers' self-efficacy in organizing trips to out-of-school environments in terms of different variables: Sample of Tokat province International Journal of Turkish Educational Studies, 17,114–133. https://doi.org/10.46778/goputeb.956719 .
  • Ramey-Gassert, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97(4), 433–450. doi: https://doi.org/10.1086/461875.
  • Raykov, T., & Marcoulides, G.A. (2008). An introduction to applied multivariate analysis (1st ed.). Routledge. doi: https://doi.org/10.4324/9780203809532.
  • Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams, J. S. (1988). Dimensionality of coping: factor stability using the Ways of Coping Questionnaire. Psychological reports, 62(3), 763–770. Doi: https://doi.org/10.2466/pr0.1988.62.3.763.
  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29(3), 23–31. doi: https://doi.org/10.1080/00958969809599115.
  • Spielberger, C. D. (1972). Anxiety: Current trend in theory and research. New York: Academic Press.
  • Stevens, J. P. (2009). Applied multivariate statistics for the social sciences, (5th ed.). Newyork: Routledge/Taylor & Francis Group.
  • Sümer, N. (2000). Structural equation models: Basic concepts and example practices. Turkish Psychological Articles, 3(6), 49-74.
  • Şen, A.İ, Ertaş-Kılıç, H., Oktay, Ö., Ekinci, S., & Kadirhan, Z. (2021). Learning science outside the classroom: Development and validation of the out-of-school learning environments perception scale. Journal of Outdoor and Environmental Education, 24:19–36. doi: https://doi.org/10.1007/s42322-020-00070-7.
  • Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics. (6th Edition). Boston: Pearson Education.
  • Tal, R., Bamberger, Y., & Morag, O. (2005). Guided school visits to Natural History Museums in Israel: Teachers’ roles. Science Education, 89(6), 920-935.
  • Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20(3), 245–262. doi: https://doi.org/10.1007/s10972-009-9131-1.
  • Tatar, N., & Bağrıyanık, K. E. (2012). Opinions of science and technology teachers about outdoor education. Elementary Education Online, 11(4), 882–896.
  • Tavsancil, E. (2002). Measurement of attitudes and data analysis with SPSS. Ankara: Nobel.
  • Taylor, E. W., & Caldarelli, M. (2004). Teaching beliefs of non‐formal environmental educators: a perspective from state and local parks in the United States. Environmental Education Research, 10(4), 451–469. doi: https://doi.org/10.1080/1350462042000291001.
  • Tezbaşaran, A. (2008). The likert-type scale development guide. (3th Edition). Mersin: Turkish Psychological Association.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. In Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association. https://doi.org/10.1037/10694-000.
  • Üner, S. (2019). A study of an evaluation scale for science teachers’ anxiety levels towards out-of-school learning environments. (Unpublished master thesis). Hacettepe University Institute of Educational Sciences, Ankara.
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Selçuk Arık 0000-0003-4496-8104

Aykut Emre Bozdoğan 0000-0002-5781-9960

Yayımlanma Tarihi 1 Temmuz 2022
Kabul Tarihi 18 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 4

Kaynak Göster

APA Arık, S., & Bozdoğan, A. E. (2022). Teacher Anxiety Scale for Organizing Trips to Out-of-School Learning Environments: Development and Validity of the Scale. Participatory Educational Research, 9(4), 111-130. https://doi.org/10.17275/per.22.82.9.4