Abstract
The aim of this study is to develop an attitude scale that can determine the attitudes of the undergraduate students to the use of animation in science education. The study group of this research consisted of 240 students enrolled in the 3rd and 4th grades in the primary and science education department. 124 of the participants were primary student teachers, 116 were science student teachers and the average age was 20.6 years. Factor structure of AUASSI attitude scale with Exploratory Factor Analysis (EFA) was determined then tested with Confirmatory Factor Analysis (CFA). Inter-item correlations, item-test correlations, Cronbach's alpha coefficients, test-retest reliability, Keiser-Meyer-Olkin (KMO) and Barlett’s test are included. As a result of the analyzes, the scale was determined as two dimensions as interest and interaction. The results of this study demonstrate that the AUASSI attitude scale is valid and reliable instrument for undergraduate students.
Highlights
The term "Information and Communication Technologies" means the transmission, storage, discovery, sharing of or having access to information (UNESCO [United Nations Educational, Scientific and Cultura], 2006)
The aim of this study is to develop an attitude scale that can determine the attitudes of the undergraduate students to the use of animation in science education
In the presentation of the findings, first findings obtained from Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) analyses conducted to establish validity are presented
Summary
The term "Information and Communication Technologies" means the transmission, storage, discovery, sharing of or having access to information (UNESCO [United Nations Educational, Scientific and Cultura], 2006). It is defined as innovative ways of providing global access to information for individuals in need of lifelong learning (Odabası et al, 2006). As most of the science and technology concepts are abstract and students have difficulties in understanding these concepts, it can be helpful to teach these concepts by reifying them through the use of concrete aids of instruction for students to learn them (Atılboz, 2004). Due to their dynamic outlook and capacity to animate abstract events, animations can exert positive influence on learning (Lewarter, 2003; Lowe, 2003)
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