PERCEPTIONS OF STREAM AND SELF-EFFICACY IN ENGINEERING DESIGN SKILLS AMONG PRE-SERVICE TEACHERS: SCALE ADAPTATION, VALIDITY-RELIABILITY, AND RELATIONAL EVIDENCE
JOURNAL OF BALTIC SCIENCE EDUCATION, cilt.25, sa.4, ss.631-649, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 25 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.33225/jbse/26.25.631
- Dergi Adı: JOURNAL OF BALTIC SCIENCE EDUCATION
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, ERIC (Education Resources Information Center), Social Science Premium Collection (ProQuest), Education Collection (ProQuest)
- Sayfa Sayıları: ss.631-649
- Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet
Özet
As interdisciplinary and design-based learning approaches gain importance in teacher education, there is an increasing need for valid and reliable instruments to evaluate pre-service teachers' perceptions of STREAM education and related competencies. This study examined the psychometric properties of the Turkish adaptation of the STREAM Perception and Implementation Challenges Scale for Pre-Service Teachers (STREAM-PICS) and its relationship with engineering design self-efficacy. A methodological and relational survey design was employed with 498 pre-service teachers in T & uuml;rkiye. The adaptation process included translation, expert review, back-translation, and pilot-testing. Confirmatory factor analysis using the DWLS estimation method was performed due to the ordinal data structure and violation of multivariate normality assumptions; four items with low factor loadings and high error variances were removed. The final 26-item model confirmed a three-factor structure: perceptions of STREAM implementation, STREAM disciplines, and implementation challenges. Reliability analyses showed acceptable Cronbachs' alpha, McDonald's omega, and composite reliability for all sub-dimensions. Correlation analyses revealed positive relationships between the first two STREAM dimensions and engineering design self-efficacy, whereas the implementation challenges dimension showed weak relationships. Significant differences were found by department, whereas no significant differences emerged by grade level.