The purpose of the present study was to develop Teachers Views on Science and Technology Curriculum Scale. The scale was developed considering four themes which are attainments, content, learning-teaching process and evaluation. For the exploratory factor analysis, 290 teachers voluntarily participated in the study. After that, another data set was constituted for confirmatory factor analysis and only 4 cities were included from a larger data set for the confirmatory factor analysis (CFA). In total, 348 teachers from 4 different cities (Diyarbakır, İstanbul, İzmir and Konya) voluntarily participated in the second study (CFA). The results of Explotory Factor Analysis (EFA) showed that the scale consisted of 3 sub-scales. Attainments and content which were predetermined as separate factors, constituted one factor. Confirmatory factor analysis verified that the scale with 27 items consists of three subscales and 4 items were eliminated because of low item loading. Cronbach-alpha reliability coefficient of the first sub scale was .91, for the second subscale .86 and for the third sub scale was .85. Findings suggest that the scale is a valid and reliable measurement tool to examine teachers views on science and technology curriculum.
Key words: Science and Technology Curriculum, Teachers views, Confirmatory factors analysis, Validity, Reliability.
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