Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates’ conceptions of learning science

Eralp Bahcivan 1 * , Serkan Kapucu 2
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1 Department of Science Education, Abant İzzet Baysal University, Bolu, Turkey
2 Department of Elementary Education, Ağrı İbrahim Çeçen University, Ağrı, Turkey
* Corresponding Author
EUR J SCI MATH ED, Volume 2, Issue 2, pp. 106-118. https://doi.org/10.30935/scimath/9404
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ABSTRACT

The purposes of this study were to (1) adapt an instrument “The Conceptions of Learning Science (COLS) questionnaire” into Turkish, and (2) to determine Turkish science teacher candidates’ COLS. Adapting the instrument four steps were followed. Firstly, COLS questionnaire was translated into Turkish. Secondly, COLS questionnaire was administered to science teacher candidates (n=382) from different universities in different regions of Turkey. After that, the exploratory factor analysis (EFA) was performed with 160 participants. Finally, the confirmatory factor analysis (CFA) was performed with remaining 219 participants. At the end of the validation processes six factors were retained. It was concluded that the adapted version of COLS questionnaire could produce valid and reliable scores on Turkish science teacher candidates.

CITATION

Bahcivan, E., & Kapucu, S. (2014). Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates’ conceptions of learning science. European Journal of Science and Mathematics Education, 2(2), 106-118. https://doi.org/10.30935/scimath/9404