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Probleme Dayalı STEM Uygulamalarının Fen Bilgisi Öğretmen Adaylarının STEM Eğitimine İlişkin Görüşlerine Etkisi

Yıl 2023, Cilt: 6 Sayı: 1, 58 - 81, 29.12.2023
https://doi.org/10.58637/egebad.1392248

Öz

STEM eğitmenlerinin STEM eğitimine yönelik görüşleri öğrencilerin 21. yy. becerilerini kazanmalarını sağlamak için gereken yöntem ve araçları kullanmalarını şekillendirir. Bu nedenle STEM eğitmenlerinin ‘STEM eğitimine, disiplinler arası ilişkilere ve STEM disiplinlerinin öğretim programına entegrasyonuna’ yönelik görüşleri önemlidir. Bu çalışmanın amacı probleme dayalı STEM uygulamalarının fen bilgisi öğretmen adaylarının STEM eğitimine yönelik görüşlerine etkisinin incelenmesidir. Bu amaca yönelik araştırma deseni olarak kontrol grupsuz ön test-son test desen kullanılmıştır. Çalışmanın katılımcılarını bir devlet üniversitesindeki fen bilgisi öğretmenliği programına kayıtlı 3. sınıf öğretmen adayları (19 kadın, 8 erkek) oluşturmaktadır. Öğretmen adaylarının STEM eğitimine yönelik görüşlerini tespit etmek için uygulama öncesi ve uygulama sonrası öğretmen adayları ile bireysel görüşmeler yapılmıştır. Araştırmanın sonuçlarına göre probleme dayalı STEM uygulamalarının öğretmen adaylarının STEM eğitimine yönelik farkındalıkları, STEM’in dört temel disiplini arasındaki ilişkilere bakış açıları ve STEM yaklaşımının öğretim programına entegrasyonuna yönelik görüşlerinin pozitif yönde bir gelişim gösterdiği tespit edilmiştir.

Kaynakça

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  • Baran, E., Canbazoglu Bilici, S., Mesutoglu, C., & Ocak, C. (2019). The impact of an out‐of‐school STEM education program on students’ attitudes toward STEM and STEM careers. School Science and Mathematics, 119(4), 223-235. https://doi.org/10.1111/ssm.12330
  • Bircan, M. A., Köksal, Ç., & Cımbız, A. T. (2019). Examining the STEM centres in Turkey and STEM centre model proposal. Kastamonu Education Journal, 27(3), 1033-1045.
  • Bozkurt Altan, E., & Tan, S. (2021). Concepts of creativity in design based learning in STEM education. International Journal of Technology and Design Education, 31(3), 503-529. https://doi.org/10.1007/s10798-020-09569-y
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  • Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: current perceptions. Technology and Engineering Teacher, 70(6), 5-9.
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The Effect of Problem-Based STEM Implementations on Pre-Service Science Teachers' Views on STEM Education

Yıl 2023, Cilt: 6 Sayı: 1, 58 - 81, 29.12.2023
https://doi.org/10.58637/egebad.1392248

Öz

STEM educators' views on STEM education shape their use of methods and tools required to enable students to acquire 21st-century skills. Therefore, STEM educators' views on 'STEM education, interdisciplinary connections and integration of STEM disciplines into the curriculum' are essential. This study examines the effect of problem-based STEM implementations on pre-service science teachers' views on STEM education. For this purpose, a pre-test-post-test design without a control group was used as the research design. The study participants were 3rd-year pre-service teachers (19 female, 8 male) registered in the science teaching programme at a state university. To determine pre-service teachers' views on STEM education, individual interviews were conducted with pre-service teachers before and after the implementation. According to the study results, it was determined that the problem-based STEM implementations positively improved pre-service teachers' awareness of STEM education, their perspectives on the connections between the four fundamental disciplines of STEM, and their views on integrating the STEM approach into the curriculum.

Kaynakça

  • Arslan, M. (2007). Constructivist approaches in education. Ankara University, Journal of Faculty of Educational Sciences, 40(1), 41-61.
  • Aşık, G. Doğanca Küçük, Z. & Çorlu, M. S. (2017). STEM-FeTeMM eğitiminde ölçme değerlendirme yaklaşımı. In Çorlu, M. S. Çallı, E. (Eds), STEM kuram ve uygulamalarıyla fen, teknoloji, mühendislik ve matematik eğitimi (pp. 21-26). Pusula.
  • Asunda, P. A., & Mativo, J. (2015). Integrated STEM: A new primer for teaching technology education. Technology and Engineering Teacher, 75(4), 8-13.
  • Bal, A. P., & Bedir, S. G. (2021). Examining teachers' views on STEM education. European Journal of Education Studies, 8(3). 327-341. https://doi.org/10.46827/ejes.v8i3.3650
  • Baran, E., Canbazoglu Bilici, S., Mesutoglu, C., & Ocak, C. (2019). The impact of an out‐of‐school STEM education program on students’ attitudes toward STEM and STEM careers. School Science and Mathematics, 119(4), 223-235. https://doi.org/10.1111/ssm.12330
  • Bircan, M. A., Köksal, Ç., & Cımbız, A. T. (2019). Examining the STEM centres in Turkey and STEM centre model proposal. Kastamonu Education Journal, 27(3), 1033-1045.
  • Bozkurt Altan, E., & Tan, S. (2021). Concepts of creativity in design based learning in STEM education. International Journal of Technology and Design Education, 31(3), 503-529. https://doi.org/10.1007/s10798-020-09569-y
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School science and mathematics, 112(1), 3-11.
  • Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: current perceptions. Technology and Engineering Teacher, 70(6), 5-9.
  • Bybee, R. W. (2010). What is STEM education?. Science, 329(5995), 996-996. https://doi.org/doi/10.1126/science.1194998
  • Çalışıcı, H., & Sümen, Ö. Ö. (2018). Metaphorical Perceptions of Prospective Teachers for STEM Education. Universal Journal of Educational Research, 6(5), 871-880. https://doi.org/10.13189/ujer.2018.060509 Capobianco, B. M., Diefes‐dux, H. A., Mena, I., & Weller, J. (2011). What is an engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304-328.
  • Capraro, R. M., & Corlu, M. S. (2013). Changing views on assessment for STEM project-based learning. In Capraro, R. M. Capraro, M. M. & Morgan, J. R. (Eds.), STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd ed., pp. 109-118). Sense publishers.
  • Çetin, A. (2020). Examining project-based STEM training in a primary school. International Online Journal of Education and Teaching (IOJET), 7(3). 811- 825.
  • Chang, C. C., & Chen, Y. (2022). Using mastery learning theory to develop task-centered hands-on STEM learning of Arduino-based educational robotics: psychomotor performance and perception by a convergent parallel mixed method. Interactive Learning Environments, 30(9), 1677-1692. https://doi.org/10.1080/10494820.2020.1741400
  • Chang, S. H., Yang, L. J., Chen, C. H., Shih, C. C., Shu, Y., & Chen, Y. T. (2022). STEM education in academic achievement: a meta-analysis of its moderating effects. Interactive Learning Environments, 1-23. https://doi.org/10.1080/10494820.2022.2147956
  • Chen, N. C. (2008). An educational approach to problem‐based learning. The Kaohsiung journal of medical sciences, 24(3), 23-30.
  • Chen, S. K., Yang, Y. T. C., Lin, C., & Lin, S. S. (2022). Dispositions of 21st-century skills in stem programs and their changes over time. International Journal of Science and Mathematics Education, 21(4), 1363-1380. https://doi.org/10.1007/s10763-022-10288-0
  • Christensen, R., Knezek, G. & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive stem dispositions in secondary school students. Journal of Science Education and Technology, 24, 898-909. https://doi.org/10.1007/s10956-015-9572-6
  • Cinar, S., Pirasa, N., & Sadoglu, G. P. (2016). Views of science and mathematics PSSTs regarding STEM. Universal Journal of Educational Research, 4(6), 1479-1487. https://doi.org/10.13189/ujer.2016.040628
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  • Eroğlu, S., & Bektaş, O. (2016). Ideas of science teachers took STEM education about STEM based activities. Journal of Qualitative Research in Education, 4(3), 43-67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m
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  • Kanadlı, S. (2019). A meta-summary of qualitative findings about STEM education. International Journal of Instruction, 12(1), 959-976.
  • Karademir, A., & Yıldırım, B. (2021). A Different perspective on preschool STEM education: Preschool STEM education and engineering for preservice teachers. Journal of Turkish Science Education, 18(3), 338-350. https://doi.org/10.36681/tused.2021.77
  • Karatas, F. O., Micklos, A., & Bodner, G. M. (2011). Sixth-grade students’ views of the nature of engineering and images of engineers. Journal of Science Education and Technology, 20, 123-135. https://doi.org/10.1007/s10956-010-9239-2
  • Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International journal of STEM education, 5, 1-20. https://doi.org/10.1186/s40594-018-0131-6
  • Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education İnternational, 25(3), 246-258.
  • Knowles, J., Kelley, T., & Holland, J. (2018). Increasing teacher awareness of STEM careers. Journal of STEM Education, 19(3).
  • Koonce, D. A., Zhou, J., Anderson, C. D., Hening, D. A., & Conley, V. M. (2011, June). What is STEM?. In 2011 ASEE Annual Conference & Exposition (pp. 22-1684).
  • Krajcik, J. (2015). Three-dimensional instruction. The science teacher, 82(8), 50-52.
  • Krista, S. (2018). The purpose of education: what should an american 21st century education value?. Empowering Research for Educators, 2(1), 8-14.
  • Kubat, U. (2018). The integration of STEM into science classes. World Journal on Educational Technology: Current Issues. 10(3), 165-173.
  • Lapek, J. (2018). Promoting 21st century skills in problem-based learning environments. CTETE-Research Monograph Series, 1(1), 66-85.
  • Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123. https://doi.org/10.1080/00228958.2011.10516575
  • Lee, M. H., Chai, C. S., & Hong, H. Y. (2019). STEM education in asia pacific: challenges and development. The Asia-Pacific Education Researcher, 28, 1-4. https://doi.org/10.1007/s40299 018-0424-z
  • Lynch, S. J., Burton, E. P., Behrend, T., House, A., Ford, M., Spillane, N., Matray, S., Han, E. & Means, B. (2018). Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components. Journal of Research in Science Teaching, 55(5), 712-748. https://doi.org/10.1002/tea.21437
  • Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM education, 6(2), 1-16. https://doi.org/10.1186/s40594-018-0151-2
  • Marrero, M. E., Gunning, A. M., & Germain-Williams, T. (2014). What is STEM education?. Global Education Review, 1(4). 1-6.
  • Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822.
  • Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In Purzer, Ş. Strobel, J. & Cardella, M. E (Eds.), Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 35-60). Purdue University Press.
  • Morrison, J., Frost, J., Gotch, C., McDuffie, A. R., Austin, B., & French, B. (2021). Teachers’ role in students’ learning at a project-based STEM high school: Implications for teacher education. International Journal of Science and Mathematics Education, 19, 1103-1123. https://doi.org/10.1007/s10763-020-10108-3
  • National Research Council (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: The National Academies Press. https://doi.org/10.17226/18612
  • National Research Council. (2011). Assessing 21st Century Skills: Summary of a Workshop. J.A. Koenig, Rapporteur. Committee on the Assessment of 21st Century Skills. Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  • Ozkan, G., & Topsakal, U. U. (2017). Examining students' opinions about steam activities. Journal of Education and Training Studies, 5(9), 115-123.
  • Pimthong, P., & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 41(2), 289–295. http://dx.doi.org/10.1016/j.kjss.2017.07.013
  • Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining, and representing problems. In Davidson, J. E. & Sternberg, R. J. (Eds.), The Psychology Of Problem Solving, 30(3), 3-30.
  • Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8, 1-21. https://doi.org/10.1186/s40594-020-00259-8
  • Rozhenkova, V., Snow, L., Sato, B. K., Lo, S. M., & Buswell, N. T. (2023). Limited or complete? Teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty. International Journal of STEM Education, 10(1), 51. https://doi.org/10.1186/s40594-023-00440-9
  • Sarican, G., & Akgunduz, D. (2018). The Impact of Integrated STEM Education on Academic Achievement, Reflective Thinking Skills towards Problem Solving and Permanence in Learning in Science Education. Cypriot Journal of Educational Sciences, 13(1), 94-107.
  • Sarıoğlu, S., Kıryak, Z., Ormancı, Ü., & Çepni, S. (2022). Views of STEM-trained teachers on STEM education in Türkiye. Journal of STEM Teacher Institutes, 2(2), 39-54.
  • Shernoff, D.J., Sinha, S., Bressler, D.M., Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4, 13. https://doi.org/10.1186/s40594-017-0068-1
  • Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(1), 1-20. https://doi.org/10.1186/2193-1801-4-8
  • Silver, A., & Rushton, B. S. (2008). Primary-school children's attitudes towards science, engineering and technology and their images of scientists and engineers. Education 3–13, 36(1), 51-67. https://doi.org/10.1080/03004270701576786
  • Simeon, M. I., Samsudin, M. A., & Yakob, N. (2022). Effect of design thinking approach on students’ achievement in some selected physics concepts in the context of STEM learning. International Journal of Technology and Design Education, 32. 185-212. https://doi.org/10.1007/s10798-020-09601-1
  • Slavit, D., Nelson, T. H., & Lesseig, K. (2016). The teachers’ role in developing, opening, and nurturing an inclusive STEM-focused school. International Journal of STEM Education, 3(1), 1-17. https://doi.org/10.1186/s40594-016-0040-5
  • Şahin, F., Göcük, A., & Sevgi, Y. (2018). Examination of physics, chemistry, biology and science preservice teachers’ levels of interdisciplinary relationship: Blood pressure. Fen Bilimleri Öğretimi Dergisi, 6(1), 73-95.
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  • Wan Husin, W. N. F., Mohamad Arsad, N., Othman, O., Halim, L., Rasul, M. S., Osman, K., & Iksan, Z. (2016). Fostering students' 21st century skills through project oriented problem based learning (POPBL) in integrated STEM education program. Asia-Pacific Forum on Science Learning & Teaching, 17(1).
  • Wong, K. K. H., & Day, J. R. (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39, 625-642. https://doi.org/10.1007/s11165-008-9096-7
  • Wu, Y. T. & Anderson, O. R. (2015). Technology-enhanced STEM (science, technology, engineering, and mathematics) education. Journal of Computers in Education, 2(3), 245–249. https://doi.org/10.1007/s40692-015-0041-2
  • Xiaoqing, Z., & Rauf, R. A. A. (2023). The survey on STEM literacy of science teachers in CHINA. MOJES: Malaysian Online Journal of Educational Sciences, 11(3), 1-14.
  • Yenilmez, K., & Kakmacı, Ö. (2008). The level of the readiness of seventh grade students in mathematics. Kastamonu Education Journal, 16(2), 529-542.
  • Yew, E. H. J., & Schmidt, H. G. (2012). What students learn in problem-based learning: A process analysis. Instructional Science, 40, 371-395. https://doi.org/10.1007/s11251-011-9181-6
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10th ed.). Seçkin Sosyal Bilimler.
  • Yıldırım, B., & Selvi, M. (2016). Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses. Journal of Human Sciences, 13(3), 3684-3695. https://doi.org/10.14687/jhs.v13i3.3876
Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Fen Bilgisi Eğitimi, STEM Eğitimi
Bölüm Makaleler
Yazarlar

Seyyit Altunışık 0000-0003-0254-2500

Salih Uzun 0000-0003-0903-3741

Erken Görünüm Tarihi 28 Aralık 2023
Yayımlanma Tarihi 29 Aralık 2023
Gönderilme Tarihi 17 Kasım 2023
Kabul Tarihi 12 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1

Kaynak Göster

APA Altunışık, S., & Uzun, S. (2023). The Effect of Problem-Based STEM Implementations on Pre-Service Science Teachers’ Views on STEM Education. Ege Bilimsel Araştırmalar Dergisi58-81. https://doi.org/10.58637/egebad.1392248