Attitudes of Mathematics and Science Educators towards Mistake and Instant Feedback

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dc.contributor.authorTürkdoğan, Ali
dc.contributor.authorYildiz, Ahmet
dc.date.accessioned2024-10-26T17:51:19Z
dc.date.available2024-10-26T17:51:19Z
dc.date.issued2021
dc.departmentSivas Cumhuriyet Üniversitesi
dc.description.abstractThe quality of teaching mathematics and science depends on the teachers’ competencies about instant feedback to mistakes. Instant feedback is some kind of feedback used whenever a mistake occurs. Mistakes are a starting point for learning; a chance to construct new knowledge or describe the misconceptions. Therefore studies on mistakes and instant feedback are a necessity. Besides, comparing applications is necessary to improve teachers. Attitudes affect implementations. Therefore, it is necessary to understand teachers’ attitudes about them. The purpose of the research is to describe and compare the attitudes of mathematics and science educators towards mistakes and instant feedback. The present study is a relational study with a descriptive pattern aimed to describe the relationship between mathematics educators’ and science educators’ attitudes. “Attitude Scale of Mathematics and Science Teachers towards Mistake and Instant Feedback (MST-AS)” (Türkdoğan, 2020) implemented to 398 mathematics and science educators teaching at public elementary, secondary schools or universities. Validity and reliability studies were made with SPSS 25.0 package program. Data were analyzed using t-Test and One Way ANOVA tests. There are not statistically differences between mathematics and science educators’ attitudes towards giving feedback to the mistakes. Both educators have positive attitudes. Additionally, no statistically significant difference was found by age, gender, professional experience level or education level. Cronbach Alpha coefficient of the scale was found to be .871. In the sub-dimensions, the Cronbach Alpha coefficient of the scale was .861 for external factors. It was found to be .858 for internal factors. © 2021. All Rights Reserved.
dc.identifier.doi10.36681/tused.2021.55
dc.identifier.endpage117
dc.identifier.issn1304-6020
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85104087585
dc.identifier.scopusqualityQ2
dc.identifier.startpage105
dc.identifier.trdizinid509210
dc.identifier.urihttps://doi.org/10.36681/tused.2021.55
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/509210
dc.identifier.urihttps://hdl.handle.net/20.500.12418/26164
dc.identifier.volume18
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherEkip Buro Makineleri A.
dc.relation.ispartofJournal of Turkish Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAttitude scale; instant feedback; mathematic teachers; mistake; science teachers
dc.titleAttitudes of Mathematics and Science Educators towards Mistake and Instant Feedback
dc.typeArticle

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