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Validity and reliability analyses were conducted using data from 204 in-service teachers across different branches and cities in Turkey. Confirmatory factor analysis tested whether the Turkish form retained a six-factor structure with 30 items, and results supported similarity. t-tests were significant for 30 items, and Cronbach’s alpha was .972, confirming a valid and reliable measurement tool.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adaptation-of-the-perceived-self-efficacy-toward-stem-knowledge-survey-into-turkish/602854/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adaptation-of-the-perceived-self-efficacy-toward-stem-knowledge-survey-into-turkish/602854.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of adapting the Perceived Self Efficacy toward STEM Knowledge Survey into Turkish?","Question",{"text":112,"@type":113},"To measure Turkish teachers’ self-efficacy perceptions regarding STEM education using a Turkish version of the original survey.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the study and how many teachers were included?",{"text":117,"@type":113},"204 in-service teachers working in different branches and from various cities in Turkey participated in the study.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the reliability and validity analyses show for the Turkish survey version?",{"text":121,"@type":113},"Confirmatory factor analysis supported a six-factor structure with 30 items, t-tests for the 30 items were significant, and Cronbach’s alpha was .972, indicating the tool is valid and reliable.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602854,1792145025,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Adaptation of the Perceived Self Efficacy Toward STEM Knowledge Survey into Turkish  \nNagihan İMER-ÇETİN1  \nÇanakkale Onsekiz Mart University  \nBetül TİMUR2  \nÇanakkale Onsekiz Mart University  \nSerkan TİMUR3  \nÇanakkale Onsekiz Mart University  \nAbstract  \nThis study aimed to adapt the Perceived Self Efficacy toward STEM Knowledge Survey, developed by Lee, Hsu, and Chang (2019), into Turkish to measure teachers' self-efficacy perceptions regarding STEM education. For this purpose, validity and reliability analyzes of the survey were made. Participants were 204 in-service teachers who were working in different branches and from various cities in Turkey. A confirmatory factor analysis was performed to investigate whether the survey showed a similar structure with six factors and 30 items as the original version. The study findings showed that the adapted survey consisted of six factors, namely, scientific inquiry, technology use, engineering design, mathematical thinking, and synthesized knowledge of STEM and attitudes toward STEM education. Also, the t-test results of 30 items in the survey were found to be significant. The Cronbach's Alpha reliability coefficient was calculated as .972. The results demonstrated that the Turkish version of the Perceived Self Efficacy toward STEM Knowledge survey consisting of 6 factors and 30 items was a valid and reliable measurement tool.  \nKeywords: STEM, STEM Knowledge Survey, Teacher, Scale Adaptation, Self-Efficacy  \nDOI: 10.29329/epasr.2020.334.13  \n1Asst. Prof., Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0001-9634-6388  \n[Correspondence](Correspondence: nagihanimer@gmail.com)[: nagihanimer@gmail.com](Correspondence: nagihanimer@gmail.com)  \n2 Associate Prof., Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0002-2793-  \n8387, [Email: betultmr@gmail.com](Email: betultmr@gmail.com)  \n3Professor, Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0002-4949-2275,  \nEmail: [serkantimur42@gmail.com](serkantimur42@gmail.com)  \nIntroduction  \nThe teaching methods adopted in the education system change as a parallel to changes in the world. Nowadays, one of the most accepted education approaches is STEM education. STEM is an educational approach in which science, technology, engineering, and mathematics courses are conducted in parallel with each other (Corlu, Capraro & Capraro, 2014), and students are taught with an interdisciplinary approach (Meng, Idris & Eu, 2014) . STEM education enables students to perceive the world by presenting the disciplines that are not independent and separate from each other like intertwined in daily life (Dugger, 2010) . Students work on their everyday life problems using knowledge and skills from multiple disciplines in this educational approach (Honey, Pearson & Schweingruber ,2014) .  \nThe Importance of STEM in Education System  \nStudents acquire 21st century skills via STEM education. These skills are defined in the literature as creativity, innovation, critical thinking, problem-solving, communication and collaboration, information literacy, technology, and media literacy (Kennedy & Odell, 2014) . Individuals who acquire these skills with STEM education are trained as STEM literate individuals. STEM literacy refers to “the ability to identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them” (Balka, 2011, p. 7) . Tang and Williams (2019) have expressed STEM literacy as the development of STEM-related knowledge and skills of every individual in the society and the ability of individuals to participate in social problems related to STEM, to generate ideas, and make choices about them. NRC (2012) highlighted STEM education's reasons as a need to increase STEM literacy and engage students to pursue careers in STEM fields.  \nThe importance of STEM ","cbCaivcxnEX0BzGT","https://ap.wps.com/l/cbCaivcxnEX0BzGT","pdf",258136,13,"English","# Abstract\n# Introduction\n## The Importance of STEM in Education System\n## The Teachers’ Role in STEM Education","[{\"question\":\"What is the purpose of adapting the Perceived Self Efficacy toward STEM Knowledge Survey into Turkish?\",\"answer\":\"To measure Turkish teachers’ self-efficacy perceptions regarding STEM education using a Turkish version of the original survey.\"},{\"question\":\"Who participated in the study and how many teachers were included?\",\"answer\":\"204 in-service teachers working in different branches and from various cities in Turkey participated in the study.\"},{\"question\":\"What did the reliability and validity analyses show for the Turkish survey version?\",\"answer\":\"Confirmatory factor analysis supported a six-factor structure with 30 items, t-tests for the 30 items were significant, and Cronbach’s alpha was .972, indicating the tool is valid and reliable.\"}]","Adaptation of the Perceived Self Efficacy Toward STEM Knowledge Survey into Turkish | PDF",1792095351,33]