Akademik Veri Yönetim Sistemi
Journal of Turkish Science Education, cilt.18, sa.1, ss.105-117, 2021 (Scopus)
The 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.