Research Article
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Year 2021, Volume: 7 Issue: 2, 139 - 155, 01.04.2021
https://doi.org/10.21891/jeseh.771331

Abstract

References

  • Blake, R. A., and Liou-Mark, J. (2015). Enhancing diversity in STEM interdisciplinary learning. In Khosrow-Pour M. (Eds), STEM education: Concepts, methodologies, tools, and applications (pp. 997-1019). USA: Information Resources Management Association.
  • Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğı̇tı̇mı̇nı̇n fen bı̇lgı̇sı̇ öğretmen adaylarının karar verme becerı̇sı̇, bı̇lı̇msel süreç becerı̇lerı̇ ve sürece yönelı̇k algılarına etkı̇sı̇ [The effect of engineering design based science instruction on science teacher candidates' decision making skills, science process skills and perceptions about the process] (Unpublished doctoral dissertation). Gazi Universitesi, Ankara.
  • Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W., and Black, A. (2016). An examination of middle school students’ STEM self-efficacy with relation to interest and perceptions of STEM. Journal of STEM Education, 17(3), 27-38.
  • Bybee, R.W. (2000). Achieving technological literacy: A national imperative. The Technology Teacher, 60, 23–28.
  • Bybee, R. W. (2011). K-12 engineering education standards: Opportunities and barriers. Technology and Engineering Teacher. 70(5), 21-29.
  • Carroll, M. C. (2014). Shoot for the moon! The mentors and the middle schoolers explore the intersection of design thinking and STEM. Journal of Pre-College Engineering Education Research, 4(1), 14-30.
  • Creswell J. W. (2014). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Approaches of qualitative, quantitative and mixed method] (4. Baskıdan çeviri). (S. B. Demir Çev. Ed). Ankara: Eğiten Kitap.
  • Cunningham, C., Lachapelle, C. and Lindgren-Streicher. (2005). Assessing elementary school students’ conceptions of engineering and technology. Proceedings of the American Society for Engineering Education Annual Conference & Exposition. American Society for Engineering Education.
  • English, L. D. and King, D. (2018). STEM integration in sixth grade: Designing and constructing paper bridges. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-018-9912-0.
  • Fralick B., Kearn J., Thompson S. and Lyons J. (2009). How middle schoolers draw engineers and scientists. Journal of Science Education and Technology, 18, 60–73.
  • Franz-Odendaal, T. A., Blotnicky, K., French, F. & Joy, P. (2016). Experiences and perceptions of STEM subjects, careers, and engagement in STEM activities among middle school students in the maritime provinces. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 153-168, DOI: 10.1080/14926156.2016.1166291
  • Gallant, D. (2011). Science, technology, engineering, and mathematics (STEM) education. https://www.mheonline.com/mhmymath/pdf/stem_education.pdf
  • Gillies, A. (2015). “Where are the ‘T’ and ‘E’ in STEM education.” Techniques, 90(4), 60-61.
  • Gomez, A. and Albrecht, B. (2014). True STEM Education. Technology and Engineering Teacher, 73(4), 8-16.
  • Gulhan, F. & Sahin, F. (2016). The effects of science technology engineering math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas, International Journal of Human Sciences, 13(1), 602-620.
  • Gulhan, F. & Sahin, F. , (2018). A comparative investigation of middle school 5th and 7th grade students' of perceptions on engineers and scientists,Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 309-338.
  • Hacıoglu, Y. (2017). Fen, teknoloji, mühendislik ve matematik (STEM) eğitimi temelli etkinliklerin fen bilgisi öğretmen adaylarının eleştirel ve yaratıcı düşünme becerilerine etkisi. [The effects of science, technology, engineering and mathematics (STEM) education based activities on the pre-service science teachers' critical and creative thinking skills] Unpublished doctoral dissertation, Gazi University, Ankara
  • Hacıoglu, Y., Yamak, H., & Kavak, N. (2016). Mühendislik tasarım temelli fen eğitimi ile ilgili öğretmen görüşleri. [Teachers' Views on Science Education Based on Engineering Design]. Bartın Üniversitesi Egitim Fakültesi Dergisi, 5(3), 807.
  • Hacıoğlu,Y., Yamak,H. & Kavak, N. (2017). The opinions of prospective science teachers regarding STEM education: The engineering design based science education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 649-684.
  • Jung, J., and Kim, Y. (2014). A study on elementary students` perceptions of science, engineering, and technology and on the images of scientists, engineers, and technicians. The Korean Association for Research in Science Education, 34(8), 719-730.
  • Knezek, G., Christensen, R., Tyler-Wood, T., and Gibson, D. (2015). Gender differences in conceptualizations of STEM career interest: Complementary perspectives from data mining, multivariate data analysis and multidimensional scaling. Journal of STEM Education: Innovations and Research, 16(4), 13-19.
  • Knezek, G., Christensen, R., Tyler-Wood, T., and Periathiruvadi S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123.
  • Kokdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme [Decision making and problem solving in uncertainty situations]. (Unpublished doctoral thesis). Ankara: Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Kwek, S. H. (2011). Innovation in the classroom: Design thinking for 21st century learning. Retrieved from: https://web.stanford.edu/group/redlab/cgi-bin/materials/Kwek- Innovation%20In%20The%20Classroom.pdf
  • Lachapelle, C., and Cunningham, C. (2007). Engineering is elementary: Children’s changing understandings of engineering and science. Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/1470
  • Lachapelle, C. P., and Cunningham, C. M. (2014). Engineering in elementary schools. In S. Purzer, J. Stroble, and M. Cardella (Eds.), Engineering in pre-college settings: Research in synthesizing research, policy, and practices (pp. 61–88). Lafayette, IN: Purdue University Press.
  • Lantz, Jr., H. B., Ed. D. (2009). Science, technology, engineering, and mathematics (STEM) education: What form? What function? http://www.currtechintegrations.com/pdf/STEMEducationArticle.pdf
  • Lewis, T. (2005). Coming to terms with engineering design as content. Journal of Technology Education, 16(2), 37-54.
  • MEB (Milli Eğitim Bakanlığı) [Ministry of National Education-MoNE], (2018). Fen bilimleri dersi öğretim programı. [Science Curriculum].Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Martinez-Ortiz, A. (2008). Engineering design as a contextual learning and teaching framework: How elementary students learn math and technological literacy. Proceedings of the Pupils Attitudes Toward Technology Annual Conference. http://64.40.123.124/Conference/PATT/PATT19/Aracelifinal19.pdf
  • Miles, M. B. and Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis (2rd ed.). London: Sage.
  • Mills, L. A. (2013). Indicators of science, technology, engineering, and math (STEM) career interest among middle school students in the USA. (Doctoral dissertation). University of Norty Texas. (UMI No. 3674078).
  • Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., and Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 1-13.
  • Nathan, M. J., Srisurichan, R., Walkington, C., Wolfgram, M., Williams, C., and Alibali, M. W. (2013). Building cohesion across representations: A mechanism for STEM integration. Journal of Engineering Education, 102(1), 77–116.
  • National Academy of Engineering [NAE] and National Research Council [NRC] (2009). Engineering in K-12 education: Understanding the status and improving the prospects. L. Katehi and M. Feder (Eds.). Washington, D.C.: The National Academies.
  • National Academy of Engineering [NAE]. (2010). Standards for K-12 engineering education? Washington, DC: National Academies.
  • National Research Council (NRC). (2010). Standards for K–12 engineering education? Washington, DC: The National Academies Press.
  • National Research Council [NRC]. (2012). A framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
  • Nite, S. B., Margaret, M., Capraro, R. M., Morgan, J., and Peterson, C. A. (2014). Science, technology, engineering and mathematics (STEM) education: A longitudinal examination of secondary school intervention. Frontiers in Education Conference (FIE), IEEE Conference Publications, 1-7.
  • Nosich, G.M. (2012). Eleştirel düşünme ve disiplinler arası eleştirel düşünme rehberi [The guide of critical thinking and interdisciplinary critical thinking] (B. Aybek Çev.), Ankara: Anı.
  • Park, D., Park, M., and Bates, A. (2018). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). London: Sage Publications, Inc.
  • Pedaste, M., Mäeots, M., Siiman, L.A., de Jong, T., van Riesen, S.A., Kamp, E.T., and Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational ResearchReview, 14, 47-61.
  • Peterman, K., Daugherty, J. L., Custer, R. L., and Ross, J. M. (2017). Analysing the integration of engineering in science lessons with the engineering-infused lesson rubric. International Journal of Science Education, 39(14), 1913–1931.
  • Reed, K. (2010). Skill sets required for environmental engineering and where they are learned. Retrieved from http://search.proquest.com/openview/890b3d4022af07fd733382dcd2e98e1a/1?pq-origsite=gscholar&cbl=18750&diss=y.
  • Robinson, N. (2016). A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom. (Unpublished doctoral thesis), Georgia State University, Atlanta.
  • Sarı, U., Alıcı, M. and Sen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. Electronic Journal of Science Education, 22(1), 1-21.
  • Schafersman, S. (1995). An introduction to critical thinking. Retrieved from http://www.freeinquiry.com/critical-thinking.html
  • Sullivan, J. F. (2006). Broadening engineering’s participation-A call for K-16 engineering education.” The Bridge, 36(2), Washington, DC: National Academies Press.
  • Ure, H. (2012). The effect of the engineering design process on the critical thinking skills of high school students. (Unpublisched master dissertation). Brigham Young University:Utah. Retrieved from http://scholarsarchive.byu.edu/etd/3089
  • Wendell, K. B. (2008). The theoretical and empirical basis for design-based science instruction for children. Qualifying Paper, Tufts University.
  • Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., Rogers, C., Barnett, M., and Marulcu, I. (2010). Incorporating engineering design into elementary school science curricula. American Society for Engineering Education Annual Conference & Exposition, Louisville, KY.
  • White, D. W. (2014). What is STEM education and why is it important? Florida Association of Teacher Educators Journal, 1(14), 1-9. Retriewed from: http://www.fate1.org/journals/2014/white.pdf
  • Whitehead, S. H. (2010). Relationship of robotic implementation on changes in middle school students’ beliefs and interest toward science, technology, engineering and mathematics. (Doctoral dissertation). Indiana University of Pennsylvania. (UMI No. 3433457).
  • Winegar, P. J. (2000). Integration of technology education into elementary school: The usefulness of manipulatives on the level of understanding of a simple machines unit in the fourth grade elementary curriculum. (Master thesis). University of Wisconsin-Stout.
  • Zeid, I., Chin, J., Duggan, C., and Kamarthi, S. (2014). Engineering based learning: A paradigm shift for high school STEM teaching. International Journal of Engineering Education, 30(4), 1-12.

The Effects of STEM Education on the Students’ Critical Thinking Skills and STEM Perceptions

Year 2021, Volume: 7 Issue: 2, 139 - 155, 01.04.2021
https://doi.org/10.21891/jeseh.771331

Abstract

Critical thinking and STEM career perception are important in 21th century and STEM education is necessary to promote middle school students’ critical thinking skills and STEM perception. In this research we aim to research the effects of engineering design-based STEM education on the middle school students’ critical thinking skills and STEM perceptions. In this case study, STEM activities were developed according the subjects of “Reflections in Mirror” and “Absorption of Light” and prepared activity booklet. The activities implemented with 30 seventh grade middle school students in Istanbul province for five weeks (20 course hours). While student solved the design problems in the housing estate and designed “Safe and Eco-Friendly House Estate”, the teacher guided students in this process. To solve the problem/ground design challenge, they did five mini designs and five researches/experiments in six teams of five students. The quantitative data were performed California Critical Thinking Disposition Inventory (CCTDI) and STEM Perception Test as pre and post-test and analysed statically. Semi-structured interviews were performed to support quantitative data and analysed descriptively. STEM education developed students’ critical thinking skills and STEM perceptions positively and also it had indirect effects on their career awareness.

References

  • Blake, R. A., and Liou-Mark, J. (2015). Enhancing diversity in STEM interdisciplinary learning. In Khosrow-Pour M. (Eds), STEM education: Concepts, methodologies, tools, and applications (pp. 997-1019). USA: Information Resources Management Association.
  • Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğı̇tı̇mı̇nı̇n fen bı̇lgı̇sı̇ öğretmen adaylarının karar verme becerı̇sı̇, bı̇lı̇msel süreç becerı̇lerı̇ ve sürece yönelı̇k algılarına etkı̇sı̇ [The effect of engineering design based science instruction on science teacher candidates' decision making skills, science process skills and perceptions about the process] (Unpublished doctoral dissertation). Gazi Universitesi, Ankara.
  • Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W., and Black, A. (2016). An examination of middle school students’ STEM self-efficacy with relation to interest and perceptions of STEM. Journal of STEM Education, 17(3), 27-38.
  • Bybee, R.W. (2000). Achieving technological literacy: A national imperative. The Technology Teacher, 60, 23–28.
  • Bybee, R. W. (2011). K-12 engineering education standards: Opportunities and barriers. Technology and Engineering Teacher. 70(5), 21-29.
  • Carroll, M. C. (2014). Shoot for the moon! The mentors and the middle schoolers explore the intersection of design thinking and STEM. Journal of Pre-College Engineering Education Research, 4(1), 14-30.
  • Creswell J. W. (2014). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Approaches of qualitative, quantitative and mixed method] (4. Baskıdan çeviri). (S. B. Demir Çev. Ed). Ankara: Eğiten Kitap.
  • Cunningham, C., Lachapelle, C. and Lindgren-Streicher. (2005). Assessing elementary school students’ conceptions of engineering and technology. Proceedings of the American Society for Engineering Education Annual Conference & Exposition. American Society for Engineering Education.
  • English, L. D. and King, D. (2018). STEM integration in sixth grade: Designing and constructing paper bridges. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-018-9912-0.
  • Fralick B., Kearn J., Thompson S. and Lyons J. (2009). How middle schoolers draw engineers and scientists. Journal of Science Education and Technology, 18, 60–73.
  • Franz-Odendaal, T. A., Blotnicky, K., French, F. & Joy, P. (2016). Experiences and perceptions of STEM subjects, careers, and engagement in STEM activities among middle school students in the maritime provinces. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 153-168, DOI: 10.1080/14926156.2016.1166291
  • Gallant, D. (2011). Science, technology, engineering, and mathematics (STEM) education. https://www.mheonline.com/mhmymath/pdf/stem_education.pdf
  • Gillies, A. (2015). “Where are the ‘T’ and ‘E’ in STEM education.” Techniques, 90(4), 60-61.
  • Gomez, A. and Albrecht, B. (2014). True STEM Education. Technology and Engineering Teacher, 73(4), 8-16.
  • Gulhan, F. & Sahin, F. (2016). The effects of science technology engineering math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas, International Journal of Human Sciences, 13(1), 602-620.
  • Gulhan, F. & Sahin, F. , (2018). A comparative investigation of middle school 5th and 7th grade students' of perceptions on engineers and scientists,Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 309-338.
  • Hacıoglu, Y. (2017). Fen, teknoloji, mühendislik ve matematik (STEM) eğitimi temelli etkinliklerin fen bilgisi öğretmen adaylarının eleştirel ve yaratıcı düşünme becerilerine etkisi. [The effects of science, technology, engineering and mathematics (STEM) education based activities on the pre-service science teachers' critical and creative thinking skills] Unpublished doctoral dissertation, Gazi University, Ankara
  • Hacıoglu, Y., Yamak, H., & Kavak, N. (2016). Mühendislik tasarım temelli fen eğitimi ile ilgili öğretmen görüşleri. [Teachers' Views on Science Education Based on Engineering Design]. Bartın Üniversitesi Egitim Fakültesi Dergisi, 5(3), 807.
  • Hacıoğlu,Y., Yamak,H. & Kavak, N. (2017). The opinions of prospective science teachers regarding STEM education: The engineering design based science education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 649-684.
  • Jung, J., and Kim, Y. (2014). A study on elementary students` perceptions of science, engineering, and technology and on the images of scientists, engineers, and technicians. The Korean Association for Research in Science Education, 34(8), 719-730.
  • Knezek, G., Christensen, R., Tyler-Wood, T., and Gibson, D. (2015). Gender differences in conceptualizations of STEM career interest: Complementary perspectives from data mining, multivariate data analysis and multidimensional scaling. Journal of STEM Education: Innovations and Research, 16(4), 13-19.
  • Knezek, G., Christensen, R., Tyler-Wood, T., and Periathiruvadi S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123.
  • Kokdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme [Decision making and problem solving in uncertainty situations]. (Unpublished doctoral thesis). Ankara: Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Kwek, S. H. (2011). Innovation in the classroom: Design thinking for 21st century learning. Retrieved from: https://web.stanford.edu/group/redlab/cgi-bin/materials/Kwek- Innovation%20In%20The%20Classroom.pdf
  • Lachapelle, C., and Cunningham, C. (2007). Engineering is elementary: Children’s changing understandings of engineering and science. Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/1470
  • Lachapelle, C. P., and Cunningham, C. M. (2014). Engineering in elementary schools. In S. Purzer, J. Stroble, and M. Cardella (Eds.), Engineering in pre-college settings: Research in synthesizing research, policy, and practices (pp. 61–88). Lafayette, IN: Purdue University Press.
  • Lantz, Jr., H. B., Ed. D. (2009). Science, technology, engineering, and mathematics (STEM) education: What form? What function? http://www.currtechintegrations.com/pdf/STEMEducationArticle.pdf
  • Lewis, T. (2005). Coming to terms with engineering design as content. Journal of Technology Education, 16(2), 37-54.
  • MEB (Milli Eğitim Bakanlığı) [Ministry of National Education-MoNE], (2018). Fen bilimleri dersi öğretim programı. [Science Curriculum].Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Martinez-Ortiz, A. (2008). Engineering design as a contextual learning and teaching framework: How elementary students learn math and technological literacy. Proceedings of the Pupils Attitudes Toward Technology Annual Conference. http://64.40.123.124/Conference/PATT/PATT19/Aracelifinal19.pdf
  • Miles, M. B. and Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis (2rd ed.). London: Sage.
  • Mills, L. A. (2013). Indicators of science, technology, engineering, and math (STEM) career interest among middle school students in the USA. (Doctoral dissertation). University of Norty Texas. (UMI No. 3674078).
  • Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., and Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 1-13.
  • Nathan, M. J., Srisurichan, R., Walkington, C., Wolfgram, M., Williams, C., and Alibali, M. W. (2013). Building cohesion across representations: A mechanism for STEM integration. Journal of Engineering Education, 102(1), 77–116.
  • National Academy of Engineering [NAE] and National Research Council [NRC] (2009). Engineering in K-12 education: Understanding the status and improving the prospects. L. Katehi and M. Feder (Eds.). Washington, D.C.: The National Academies.
  • National Academy of Engineering [NAE]. (2010). Standards for K-12 engineering education? Washington, DC: National Academies.
  • National Research Council (NRC). (2010). Standards for K–12 engineering education? Washington, DC: The National Academies Press.
  • National Research Council [NRC]. (2012). A framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
  • Nite, S. B., Margaret, M., Capraro, R. M., Morgan, J., and Peterson, C. A. (2014). Science, technology, engineering and mathematics (STEM) education: A longitudinal examination of secondary school intervention. Frontiers in Education Conference (FIE), IEEE Conference Publications, 1-7.
  • Nosich, G.M. (2012). Eleştirel düşünme ve disiplinler arası eleştirel düşünme rehberi [The guide of critical thinking and interdisciplinary critical thinking] (B. Aybek Çev.), Ankara: Anı.
  • Park, D., Park, M., and Bates, A. (2018). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). London: Sage Publications, Inc.
  • Pedaste, M., Mäeots, M., Siiman, L.A., de Jong, T., van Riesen, S.A., Kamp, E.T., and Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational ResearchReview, 14, 47-61.
  • Peterman, K., Daugherty, J. L., Custer, R. L., and Ross, J. M. (2017). Analysing the integration of engineering in science lessons with the engineering-infused lesson rubric. International Journal of Science Education, 39(14), 1913–1931.
  • Reed, K. (2010). Skill sets required for environmental engineering and where they are learned. Retrieved from http://search.proquest.com/openview/890b3d4022af07fd733382dcd2e98e1a/1?pq-origsite=gscholar&cbl=18750&diss=y.
  • Robinson, N. (2016). A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom. (Unpublished doctoral thesis), Georgia State University, Atlanta.
  • Sarı, U., Alıcı, M. and Sen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. Electronic Journal of Science Education, 22(1), 1-21.
  • Schafersman, S. (1995). An introduction to critical thinking. Retrieved from http://www.freeinquiry.com/critical-thinking.html
  • Sullivan, J. F. (2006). Broadening engineering’s participation-A call for K-16 engineering education.” The Bridge, 36(2), Washington, DC: National Academies Press.
  • Ure, H. (2012). The effect of the engineering design process on the critical thinking skills of high school students. (Unpublisched master dissertation). Brigham Young University:Utah. Retrieved from http://scholarsarchive.byu.edu/etd/3089
  • Wendell, K. B. (2008). The theoretical and empirical basis for design-based science instruction for children. Qualifying Paper, Tufts University.
  • Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., Rogers, C., Barnett, M., and Marulcu, I. (2010). Incorporating engineering design into elementary school science curricula. American Society for Engineering Education Annual Conference & Exposition, Louisville, KY.
  • White, D. W. (2014). What is STEM education and why is it important? Florida Association of Teacher Educators Journal, 1(14), 1-9. Retriewed from: http://www.fate1.org/journals/2014/white.pdf
  • Whitehead, S. H. (2010). Relationship of robotic implementation on changes in middle school students’ beliefs and interest toward science, technology, engineering and mathematics. (Doctoral dissertation). Indiana University of Pennsylvania. (UMI No. 3433457).
  • Winegar, P. J. (2000). Integration of technology education into elementary school: The usefulness of manipulatives on the level of understanding of a simple machines unit in the fourth grade elementary curriculum. (Master thesis). University of Wisconsin-Stout.
  • Zeid, I., Chin, J., Duggan, C., and Kamarthi, S. (2014). Engineering based learning: A paradigm shift for high school STEM teaching. International Journal of Engineering Education, 30(4), 1-12.
There are 56 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Yasemin Hacıoğlu 0000-0002-1184-4204

Filiz Gülhan 0000-0002-7915-6299

Publication Date April 1, 2021
Published in Issue Year 2021 Volume: 7 Issue: 2

Cite

APA Hacıoğlu, Y., & Gülhan, F. (2021). The Effects of STEM Education on the Students’ Critical Thinking Skills and STEM Perceptions. Journal of Education in Science Environment and Health, 7(2), 139-155. https://doi.org/10.21891/jeseh.771331