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Exploratory factor analysis using SPS 8.0 and confirmatory factor analysis using Lisrel 8.8 were conducted through item-pool creation, expert review, pre-trial form preparation, and factor analysis. Results report strong psychometric indicators, including KMO .808, Cronbach alpha .829, and acceptable model-fit statistics, supporting the scale’s usefulness for assessing positive and negative attitudes toward mistake handling.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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10.20448/journal.522.2020.64 .642.650  \n© 2020 by the authors; licensee Asian Online Journal Publishing Group  \nDevelopment of an Attitude Scale of Mathematics and Science Teachers towards Mistake and Instant Feedback to the Mistake: A Validity and Reliability Study  \nAli Turkdogan   \nAssoc. Proof, Sivas Cumhuriyet University, Department of Mathematics and Science, Turkey.  \nAbstract  \nThe purpose of the research is to develop a valid and reliable attitude scale that can measure the attitudes of math and science teachers (315) and teacher candidates (105) towards mistakes and instant feedback. In the validity studies, the exploratory factor analysis was made with the SPS1S  \n8.0 package program after that the confirmatory factor analysis was made with Lisrel 8.8 software. To develop the scale; 1. Creation of Item Pool 2. Obtaining Expert Opinion, 3. Creation of Pre-Trial Form 4. Factor Analysis is made. According to factor analysis; Kaiser Meyer Olkin (KMO) rate; .808; Bartlett test result: 2148,354; Cronbach alpha reliability coefficient for the whole scale: .829. According to confirmatory factor analysis: Root Mean Square Error of Approximation (RMSEA) .022 (\u003C.05); p-Value for Test of Close Fit .00 (\u003C.05), standardized root mean square residual (SRMR) .014, Goodness of Fit Index (GFI) .75, Adjusted Goodness of Fit Index (AGFI) .69; Normed Fit Index (NFI) .91; Relative Fit Index (RFI) .78; Incremental Fix Index (IFI): .83; Parsimony Goodness of Fit Index (PGFI): .62; Degrees of Freedom: 760; Root Mean Square Residual (RMR): 2.07 and NonNormed Fit Index (NNFI): .88. According to research findings, attitude scale is valid and reliable so it can be used to determine math and science teachers and teacher candidates positive and negative attitudes toward mistake and giving instant feedback to mistake.  \nKeywords: Attitude scale, Mistake, Validity, Reliability, Exploratory factor analysis, Confirmatory factor analysis, Mathematics, Science.  \nCitation | Ali Turkdogan (2020) . Development of an Attitude Scale of Mathematics and Science Teachers towards Mistake and Instant Feedback to the Mistake: A Validity and Reliability Study. Asian  \nJournal of Education and Training, 6(4): 642-650.  \nHistory:  \nReceived: 24 September 2020  \nRevised: 15 October 2020  \nAccepted: 2 November 2020  \nPublished: 18 November 2020  \nLicensed: This work is licensed under a Creative Commons Attribution 3.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nCompeting Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.  \nTransparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 643  \n2. Methodology ................................................................................................................................................................................... 644  \n3. Results .............................................................................................................................................................................................. 645  \n4. Conclusions and Recommendations ........................................................................................................................................... 648  \nReferences ...........................................................................................","cbCaihCDGkxgjuFg","https://ap.wps.com/l/cbCaihCDGkxgjuFg","pdf",380515,"English","# Introduction\n## Student-centered curriculum and 5E model\n## Engage stage and teacher response to mistakes\n## Explore stage and hypothesis work\n# Methodology\n# Results\n# Conclusions and Recommendations\n# References\n# Contribution of this paper to the literature","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To develop a valid and reliable attitude scale that measures teachers’ and teacher candidates’ attitudes toward mistakes and instant feedback to mistakes.\"},{\"question\":\"How were validity and reliability assessed?\",\"answer\":\"Exploratory factor analysis was performed using SPS 8.0, followed by confirmatory factor analysis using Lisrel 8.8, using a structured scale development process.\"},{\"question\":\"What do the reported findings indicate about the attitude scale?\",\"answer\":\"The study concludes that the attitude scale is valid and reliable, making it suitable for determining positive and negative attitudes toward mistake handling and instant feedback.\"}]","Development of an Attitude Scale of Mathematics and Science Teachers towards Mistake and Instant Feedback to the Mistake - A Validity and Reliability Study | PDF",1792076063,23]