Turkish Validation of STEAM Scale and Examination of Relations between Art Attitudes, STEM Awareness and STEAM Attitudes among Pre-Service Teachers

Autor/inn/en	Çevik, Mustafa; Ata, Ridvan
Titel	Turkish Validation of STEAM Scale and Examination of Relations between Art Attitudes, STEM Awareness and STEAM Attitudes among Pre-Service Teachers
Quelle	In: i.e.: inquiry in education, 11 (2019) 2, Artikel 3 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Foreign Countries; Attitude Measures; STEM Education; Art Education; Construct Validity; Test Reliability; Preservice Teachers; Structural Equation Models; Factor Analysis; Predictor Variables; Turkey + Suchen Sie Ihr Suchwort? Ausland; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Testreliabilität; Faktorenanalyse; Prädiktor; Türkei
Abstract	The aim of this study was to adapt the STEAM Attitude Scale developed by Kim and Bolger (2017) in order to explain the STEAM attitudes of preservice teachers, and test a structural equation model composed of the attitude towards art and STEM awareness and some other variables. The study group consisted of 429 preservice teachers who were studying at education faculties of universities in five different regions in Turkey. Data collection instruments were the adapted STEAM Attitude Scale, the Attitude Towards Art Scale and the STEM Awareness Scale. In the analysis of the data, frequency, percentage, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), correlation analysis, and path analysis were realized by using the SPSS 21.0 and AMOS 24.0 programs. As a result of the research, we concluded that there is a positive relationship between the STEAM attitude and STEM awareness and the attitude towards art. Thus the criterion-related validity of the adaptive STEAM attitude scale was tested. We also identified that STEM awareness, attitudes towards art, and some variables predicted STEAM attitude significantly at various levels. Alternative models were also tested and compared in the study. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01