اعتباریابی مقیاس نگرش نسبت به علم در بین دانش‌آموزان دوره متوسطه شهر اصفهان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
اصغر سلطانی
1
(استادیار بخش علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران)
کلید واژه: مقیاس, آموزش علوم, نگرش نسبت به علم, دوره متوسطه, اعتباریابی,
چکیده مقاله :
هدف اساسی این پژوهش، ارائه مقیاسی فارسی برای اندازه‌گیری نگرش نسبت به علم در بین دانش‌آموزان دوره متوسطه است. جامعه آماری شامل کلیه دانش‌آموزان رشته‌های علوم تجربی و ریاضی‌فیزیک سال دوم دبیرستان شهر اصفهان در سال تحصیلی 90-89 بوده است که تعداد 300 نفر به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. روش پژوهش از نوع توصیفی ـ پیمایشی و ابزار مورد استفاده در این پژوهش، ترجمه فارسی مقیاس نگرش نسبت به علم (STAQ) بوده است. داده‌ها با نرم‌افزار spss نسل شانزده تحلیل شدند. ضریب پایایی آلفای کرونباخ برای این مقیاس 84/0محاسبه شد. نتایج تحلیل عاملی گویه‌های مقیاس بیانگر این بود که بیش از 8/35 درصد واریانس نمرات کل با این مقیاس تبیین می‌شد. پس از چرخش عوامل، پنج عامل جذابیت علم، کلاس/ معلم، تلاش‌های خودانگیخته، اضطراب نسبت به علم و الگوی خانواده شناسایی شدند. بنابراین نشان داده شد که مقیاس چند بعدی است و ابعاد آن از روایی و پایایی مناسبی برای سنجش نگرش نسبت به علم برخوردارند. همچنین نتایج آزمون تحلیل واریانس چند متغیره نشان داد که میان جنسیت دانش‌آموزان و نگرش آنان نسبت به علم تفاوت معناداری وجود ندارد. ولی در عامل سوم (تلاش‌های خودانگیخته) این تفاوت معنادار بود و دانش‌آموزان دختر میانگین بالاتری نسبت به دانش‌آموزان پسر داشتند.
The main purpose of this research was Validity of scale attitude toward science among high school students in Isfahan. The population included all the second grade science and math students in Isfahan high school in 2010-2011. 300 students were selected by random stratified sampling. The research method was descriptive- survey and used instruments in this research were the Persian translation of scale attitude toward science. Data was analyzed by SPSS 16. The reliability coefficient of Cranach alpha was 84% . Factor analysis results of the measurement questions showed more than 15/8% of total marks variance. After the factors rotation, five factors were recognized: Science attraction, class/ teacher, self- motivated efforts, anxiety toward science, family pattern. Therefore it showed the scale were multi dimensions and they have reliability and validity for scale attitude toward science. Also the test results of the multivariable variance analysis showed that there aren’t any meaningful differences between students’ sex and their attitude towards science but there is a meaningful difference in the third factor(the motivation efforts) and the girls’ students have a higher mean towards boys’ students.
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