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<p>The study aimed to develop a valid and reliable tool to assess teachers’ differentiated instructional behaviors in science, technology, engineering, and mathematics (STEM) education toward gifted students. The Differentiated Teaching Behavior Scale in STEM Education for Gifted Students (DTBS-GiftedSTEM) was designed based on Maker’s differentiation model, addressing four key dimensions: content, process, product, and learning environment. The scale development process included a comprehensive literature review, expert feedback, and data collection from STEM teachers. Exploratory factor analysis revealed a four-factor structure with 30 items, explaining 74.89% of the total variance. Confirmatory factor analysis supported the model’s fit. Measurement invariance analyses supported configural, metric, and scalar invariance across discipline and grade level groups. Reliability analyses, including Cronbach’s alpha, composite reliability, and test-retest methods, indicated strong internal consistency across subdimensions. Item analysis showed high item discrimination through corrected item–total correlations and top–bottom group comparisons. High DTBS-GiftedSTEM scores indicate that teachers report a higher frequency of using differentiated instruction strategies in STEM contexts. Overall, the DTBS-GiftedSTEM is a psychometrically sound instrument for evaluating and enhancing differentiated teaching practices in STEM education for gifted students.</p>

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Development of Differentiated Teaching Behavior Scale in STEM Education for Gifted Students: An Assessment Tool Development Study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月28日

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  • Leyla Ayverdi,
  • Yunus Emre Avcu

摘要

The study aimed to develop a valid and reliable tool to assess teachers’ differentiated instructional behaviors in science, technology, engineering, and mathematics (STEM) education toward gifted students. The Differentiated Teaching Behavior Scale in STEM Education for Gifted Students (DTBS-GiftedSTEM) was designed based on Maker’s differentiation model, addressing four key dimensions: content, process, product, and learning environment. The scale development process included a comprehensive literature review, expert feedback, and data collection from STEM teachers. Exploratory factor analysis revealed a four-factor structure with 30 items, explaining 74.89% of the total variance. Confirmatory factor analysis supported the model’s fit. Measurement invariance analyses supported configural, metric, and scalar invariance across discipline and grade level groups. Reliability analyses, including Cronbach’s alpha, composite reliability, and test-retest methods, indicated strong internal consistency across subdimensions. Item analysis showed high item discrimination through corrected item–total correlations and top–bottom group comparisons. High DTBS-GiftedSTEM scores indicate that teachers report a higher frequency of using differentiated instruction strategies in STEM contexts. Overall, the DTBS-GiftedSTEM is a psychometrically sound instrument for evaluating and enhancing differentiated teaching practices in STEM education for gifted students.