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    Development and Validation of Robotic Coding Attitude Scale
    (Necmettin Erbakan Univ, 2020) Yalcin, Sema Altun; Kahraman, Sakip; Yilmaz, Zeynel Abidin
    This study aimed to develop a reliable and valid instrument to measure secondary school students' attitude towards robotic coding and the results of the analyses regarding the Robotic Coding Attitude Scale (RCAS) developed for this purpose were reported in the current study. To test the construct validity of the first version of the RCAS consisting of 29 items, Exploratory Factor Analysis (EFA) was performed on the data from 196 seventh-grade secondary school students (who had received robotic coding education already) enrolled in the public schools in a city in the northeastern Turkey. As a result of the EFA, the 22-item five-factor model was extracted. Then, the 22-item five-factor model obtained from EFA was cross-validated using Confirmatory Factor Analysis (CFA) and the results indicated acceptable model fits where chi(2)/(df = 197) = 1.827, NFI =.825, CFI =.911, RMSEA =.065. Cronbach's Alpha coefficient which was calculated to show whether the RCAS is a reliable scale was found to be.91. In sum, the results indicated that RCAS can be used as a reliable and valid instrument to measure secondary school students' attitude towards robotic coding.
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    IN-SERVICE TEACHERS' INTERNET SELF-EFFICACY: A RE-EXAMINATION OF GENDER DIFFERENCES
    (Anadolu Univ, 2018) Kahraman, Sakip; Yilmaz, Zeynel Abidin
    Teachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' self-efficacy regarding the Internet, which is a dynamic technology, using an instrument that reflects the recent advancements in the Internet technology. By considering radical changes taking place recently on the Internet, this study aimed to explore teachers' Internet self-efficacy by gender by adapting an earlier instrument. To this end, the Internet Self-efficacy Scale (ISS) developed by Kim and Glassman (2013) was used. First, the ISS was adapted into Turkish and the confirmatory factor analysis results revealed that the Turkish version of the ISS could be used as a valid instrument to measure teachers' Internetself- efficacy [X-2(df = 106) = 270.836, NFI =.865, CFI = .912 and RMSEA = .086 (90% C.I.; .073-.098)]. The coefficient of Cronbach's alpha for the Turkish version of the ISS was found to be 0.92. In this study, survey method was used. The sample of the study consisted of 349 in-service teachers with different majors in Turkey. The data were analyzed using independent sample t-test and the results showed teachers' Internet self-efficacy was considerably high. Additionally, no gender differences in any of the subscales of the ISS including five subscales, namely, reactive/generative, differentiation, organization, communication and search, were found.
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    Investigation of Pre-service Science Teachers' Self-efficacy Beliefs of Science Teaching
    (Elsevier Science Bv, 2014) Kahraman, Sakip; Yilmaz, Zeynel Abidin; Bayrak, Ramis; Gunes, Kubra
    The scope of the study is to investigate the pre-service science teachers' self-efficacy beliefs of science teaching with respect to gender and grade level. Using the survey approach, the data of the study were gathered from 114 pre-service science teachers enrolled in the Faculty of Education at two universities in Turkey. The data was collected using a likert type scale, science teaching self-efficacy belief scale with 23 items, originally developed by Enochs-Riggs (1990). Variance analyses (two-way ANOVA) was performed on the collected data to reveal whether there are significant differences in science teacher candidates' self-efficacy beliefs of science teaching according to grade level and gender. The results of analysis showed that there was no statistically significant difference in pre-service science teachers' self-efficacy beliefs of science teaching with respect to both gender and grade level. (C) 2014 The Authors. Published by Elsevier Ltd.
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    Öğe
    Investigation of pre-service teachers' self-efficacy beliefs of educational Internet use
    (2013) Kahraman, Sakip; Yilmaz, Zeynel Abidin; Erkol, Mehmet; Yalçin, Sema Altun
    In this study, the aim was to investigate pre-service teachers' educational Internet use self-efficacy beliefs with respect to gender, grade level and computer experience. The sample consisted of 294 pre-service teachers from three different universities. The data were gathered by using "the scale of educational Internet use self-efficacy beliefs" which contained 28 items. The data obtained were statistically analyzed by means of SPSS package program. Variance analysis (three-way ANOVA) was performed to determine whether there were significant differences in pre-service teachers' self-efficacy scores in terms of gender, grade level and computer experience. The results suggest that there was no significant difference in participants' educational Internet usage self-efficacy beliefs with respect to gender and grade level, but there was significant difference in participants' educational Internet use self-efficacy beliefs in terms of computer experience. According to the results of the study, pre-service teachers who are more experienced in using the internet have higher educational Internet use self-efficacy beliefs.