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BibTex RIS Kaynak Göster

STEM Education in Early Childhood

Yıl 2020, Cilt: 21 Sayı: 1, 102 - 117, 30.04.2020
https://doi.org/10.17679/inuefd.437445

Öz

The purpose of
this study is to present a review that can be valuable for specialists
interested in the subject by extending the definition of STEM education in
early learning environments by stating major standpoints on implementing STEM
education in early childhood and by evaluating the understanding and
implications of STEM education in early childhood settings in Turkey. The
related literature reveals that STEM education can be approached in different
ways in early childhood education. First of all, planned STEM activities can be
provided for children. In addition to planned activities, some materials that
allows children to make various designs can be provided in free time
activities. In both planned and free time activities, both ordinary materials
found in every classroom or any special design or construction materials, such
as robotic kits or technological devices can be used. While planning and
implementing STEM activities, it is important to consider that the STEM
education is not an approach in which only the specific areas are integrated
without questioning-research-trial-and-error processes. It is also should be
considered that the problem situation may be raised by the teacher or the child
himself or herself according to the interests and needs of the children and the
trial of solutions for problem is based on the nature of the problem. These
components of STEM education can be more effectively experienced with the help
of a guiding education curriculum, qualified teachers to create opportunities
for children, and appropriate home and school settings.

Kaynakça

  • Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L. ve Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433-441.
  • Aldemir, J. ve Kermani, H. (2017). Integrated STEM curriculum: Improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694-1706.
  • Aronin, S. ve Floyd, K. K. (2013). Using an iPad in inclusive preschool classrooms to introduce STEM concepts. Teaching Exceptional Children, 45(4), 34─39.
  • Bagiati, A. ve Evangelou, D. (2016). Practicing engineering while building with blocks: Identifying engineering thinking. European Early Childhood Education Research Journal, 24(1), 67-85.
  • Balat, G. U. ve Günşen, G. (2017). Okul öncesi dönemde STEM yaklaşımı. Akademik Sosyal Araştırmalar Dergisi, 42, 337-348.
  • Bardige, K. ve Russel, M. (2014). A STEM-focused curriculum: Implementation guide. Sandwich: Heritage Museums & Gardens Inc.
  • Bers, M. U., Ponte, I., Juelich, C., Viera, A. ve Schenker, J. (2002). Teachers as designers: Integrating robotics in early childhood education. Information Technology in Childhood Education Annual, 2002(1), 123-145.
  • Bers, M. U. ve Portsmore, M. (2005). Teaching partnerships: Early childhood and engineering students teaching math and science through robotics. Journal of Science Education and Technology, 14(1), 59-73.
  • Bers, M., Seddighin, S. ve Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355-377.
  • Bewan, B., Ryoo, J. ve Shea, M. (2017). What If? Building Creative Cultures for STEM Making and Learning. After School Matters, 25, 1-8.
  • Breiner, J. M., Harkness, S. S., Johnson, C. C. ve 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.
  • Bulfin, M. (2017). InSTEMnifying Youth: STEM, capital, and power. Critical Education, 8(15), 56-67.
  • Bybee, R. W. (2010). What is STEM education?. Science, 329, 996.
  • Capraro, R.M. ve Slough, S.W. (2013). Why PBL? Why STEM? Why Now? An introduction to STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. R.M. Capraro, M.M Capraro. ve J.R. Morgan (Editörler), STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (s. 1-6). Rotterdam: Sense Publishers.
  • Chachashvili-Bolotin, S., Milner-Bolotin, M. ve Lissitsa, S. (2016). Examination of factors predicting secondary students’ interest in tertiary STEM education. International Journal of Science Education, 38(3), 366-390.
  • Chalmers, C., Carter, M. L., Cooper, T. ve Nason, R. (2017). Implementing “big ideas” to advance the teaching and learning of science, technology, engineering, and mathematics (STEM). International Journal of Science and Mathematics Education, 15(1), 25-43.
  • Charette, R. N. (2014). STEM Sense and nonsense. Educational Leadership, 72(4), 79-83.
  • Cunningham, C. M. ve Higgins, M. (2015). Engineering for Everyone. Educational Leadership, 72(4), 42-47.
  • Çorlu, M. S., Capraro, R. M. ve Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Egitim ve Bilim, 39(171), 74-85.
  • DeCoito, I. (2016). STEM education in Canada: A knowledge synthesis. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 114-128.
  • Donegan-Ritter, M.M. ve Zan, B. (2017). Designing and implementing inclusive STEM activities for early childhood. C.M. Curran ve A.J. Petersen (Editörler), Handbook of research on classroom diversity and inclusive education practice. (s. 222-249). Hersney, PA: IGI Global
  • Ejiwale, J. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74.
  • Gartel, D. (2016). Developmentally appropriate STEM: It’s STREAM!. https://drjuliejg.files.wordpress.com/2015/03/developmentally-appropriate-stem-stream.pdf adresinden alınmıştır.
  • Haden, C. A., Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R. ve Gaskins, S. (2014). Supporting family conversations and children's STEM learning in a children's museum. Early Childhood Research Quarterly, 29(3), 333-344.
  • Helm, J. H. ve Katz, L. G. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.
  • Kazakoff, E. R., Sullivan, A. ve Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.
  • Kermani, H. ve Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527.
  • Langdon, D., Mckittrick, G., Beede, D., Khan, B. ve Doms, M. (2011). STEM: Good jobs now and for the future, U.S. Department of Commerce Economics and Statistics Administration, http://www.esa.doc.gov/sites/default/files/stemfinalyjuly14_1.pdf on 10.05.2015 adresinden alınmıştır.
  • MacDonald, S. ve Maurer, M. (2015). Families learning together: An elementary STEM-focused event brings students and families together Science and Children, 52(9), 44-49.
  • McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N. ve Levine, M. H. (2017a). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop.
  • McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N. ve Levine, M. (2017b). How to integrate STEM into early childhood education. Science and Children, 55(2), 8-10.
  • Milli Eğitim Bakanlığı (MEB), (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf adresinden alınmıştır.
  • Milli Eğitim Bakanlığı (MEB), (2016). STEM eğitimi raporu. http://yegitek.meb.gov.tr/STEM_Education_Report.pdf adresinden alınmıştır.
  • Milli Eğitim Bakanlığı (MEB), (2018). Fen bilimleri dersi öğretim programı: İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325 adresinden alınmıştır.
  • Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. USA: Redleaf Press.
  • National Academy of Engineering & National Research Council (NRC) (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press.
  • National Research Council (NRC), (2011). Successful K─12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press.
  • Obama, B. (2009) Educate to innovate. http://www.whitehouse.gov/the-press-office/presidentobama-launches-educate-innovate-campaign-excellence-sciencetechnology-en adresinden alınmıştır.
  • Popa, R. A. ve Ciascai, L. (2017). Students’ attitude towards STEM education. Acta Didactica Napocensia, 10(4), 55-62.
  • Quigley, C. F. ve Herro, D. (2016). “Finding the joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology, 25(3), 1-17.
  • Sanders, M. E. (2009). STEM, STEM education, STEMmania. Technology Teacher, 68(4), 20-26.
  • Scherer, M. (2014). Helping STEM take flight. Educational Leadership, 72(4), 7-7.
  • Schlesinger, M. A. ve Richert, R. A. (2017). The role of gender in young children’s selective trust of familiar STEM characters. Media Psychology, 20(1) 1-24.
  • Sharifnia, E., Vidiksis, R., Orr, J., Dominguez, X., Goldstein, M. ve Kamdar, D. (2015). Developing preschool scientists: Identifying best practices for using tablets to support early science teaching and learning. Society for Information Technology & Teacher Education International Conference (pp. 1745-1750). Las Vegas, ABD.
  • Sherry, J. L. (2015). Formative research for STEM educational games. Zeitschrift für Psychologie. 221(2), 90-97.
  • Soylu, Ş. (2016). Stem education in early childhood in Turkey. Journal of Educational and Instructional Studies in the World, 6(1), 38─47.
  • Teaching Institute for Excellence in STEM (2010). What is STEM education? http://www.tiesteach.org/stem-education.aspx
  • The White House, (2012). President Obama Announces Plans for a New, National Corps to Recognize and Reward Leading Educators in Science, Technology, Engineering, and Math. https://obamawhitehouse.archives.gov/the-press-office/2012/07/17/president-obama-announces-plans-new-national-corps-recognize-and-reward- adresinden alınmıştır.
  • Tippett, C. D. ve Milford, T. M. (2017). Findings from a Pre-Kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15(1), 67-86.
  • Torres-Crespo, M. N., Kraatz, E. ve Pallansch, L. (2014). From fearing STEM to playing with it: The natural integration of STEM into the preschool classroom. SRATE Journal, 23(2), 8-16.
  • Vasquez, J. A., Comer, M. ve Sneider, C. (2013). STEM lesson essentials: Integrating science, technology, engineering and mathematics. Portsmouth, NH: Heinemann Publications.
  • Yazarlar. Yazar bilgileri hakemlik süreci için çıkarılmıştır.
  • Zan, B. (2016). Introduction: Why STEM? Why early Childhood? Why now? In STEM learning with young children: Inquiry teaching with ramps and pathways (pp. 1-9). New York: Teachers College Press.

Erken Çocukluk Döneminde STEM Eğitimi Anlayışı

Yıl 2020, Cilt: 21 Sayı: 1, 102 - 117, 30.04.2020
https://doi.org/10.17679/inuefd.437445

Öz

Çocukların yaşamlarında karşılaşabilecekleri problemler ile bilimsel kavramlar arasında bağ kuran STEM eğitimi, erken çocukluk döneminden başlayarak öğrenme süreçlerine dahil olmaktadır. STEM eğitimi kavramsal öğrenmenin yanı sıra öğrencilerin aktif katılımlarının sağlandığı yaparak yaşayarak öğrenmenin ilke olarak yer verildiği bir eğitim anlayışıdır. Öyle ki STEM, öğrencilerin yaşantıları ile öğrendiklerini bütünleştirme konusunda olanaklar sunar. Erken çocukluk dönemi öğrenme ortamlarında STEM eğitiminin etkin bir biçimde yer alması adına; uygulamaların gelişimsel olarak uygun bir biçimde geliştirilmesinde; STEM eğitiminde önemli bulunan noktaların göz önünde bulundurulması, bu bağlamda planlamaların ve uygulamaların yapılması önemlidir. Bu çalışmanın amacı; erken çocukluk dönemi STEM eğitimi anlayışına odaklanan, güncel bir çerçevede bilimsel, tarihsel ve çoklu bakış açıları ile STEM eğitim anlayışı uygulamalarını ele alan bir değerlendirme oluşturmaktır. İlgili alan yazının detaylı olarak incelendiği bu çalışma; STEM eğitimin yakın tarihsel gelişimi, erken çocukluk döneminde STEM eğitim anlayışı, erken çocukluk döneminde STEM eğitim anlayışı ile ilgili yönelim, eleştiri ve sorular ve son olarak öneriler başlıkları altında düzenlenmiştir. Çocuklar ev ve okul ortamlarında, bu ortamları tanımlayan politikalar ve uygulamaların yanı sıra onları şekillendiren kültürel değerlerden etkilenebilirler. Bu nedenle, merak uyandıran; inceleme, araştırma ve keşif yapılmasına izin veren; bütüncül bir anlayış yapısına sahip öğrenme ortamları ve öğrenme deneyimlerinin oluşturulmasının desteklenmesi önerilmektedir. Bu sayede toplumların ekonomik, sosyal, kişisel veya kültürel değerleri çerçevesinde, yeni dünyanın insan anlayışı ile uyumlu bireylerin yetişebileceği öngörülmektedir.

Kaynakça

  • Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L. ve Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433-441.
  • Aldemir, J. ve Kermani, H. (2017). Integrated STEM curriculum: Improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694-1706.
  • Aronin, S. ve Floyd, K. K. (2013). Using an iPad in inclusive preschool classrooms to introduce STEM concepts. Teaching Exceptional Children, 45(4), 34─39.
  • Bagiati, A. ve Evangelou, D. (2016). Practicing engineering while building with blocks: Identifying engineering thinking. European Early Childhood Education Research Journal, 24(1), 67-85.
  • Balat, G. U. ve Günşen, G. (2017). Okul öncesi dönemde STEM yaklaşımı. Akademik Sosyal Araştırmalar Dergisi, 42, 337-348.
  • Bardige, K. ve Russel, M. (2014). A STEM-focused curriculum: Implementation guide. Sandwich: Heritage Museums & Gardens Inc.
  • Bers, M. U., Ponte, I., Juelich, C., Viera, A. ve Schenker, J. (2002). Teachers as designers: Integrating robotics in early childhood education. Information Technology in Childhood Education Annual, 2002(1), 123-145.
  • Bers, M. U. ve Portsmore, M. (2005). Teaching partnerships: Early childhood and engineering students teaching math and science through robotics. Journal of Science Education and Technology, 14(1), 59-73.
  • Bers, M., Seddighin, S. ve Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355-377.
  • Bewan, B., Ryoo, J. ve Shea, M. (2017). What If? Building Creative Cultures for STEM Making and Learning. After School Matters, 25, 1-8.
  • Breiner, J. M., Harkness, S. S., Johnson, C. C. ve 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.
  • Bulfin, M. (2017). InSTEMnifying Youth: STEM, capital, and power. Critical Education, 8(15), 56-67.
  • Bybee, R. W. (2010). What is STEM education?. Science, 329, 996.
  • Capraro, R.M. ve Slough, S.W. (2013). Why PBL? Why STEM? Why Now? An introduction to STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. R.M. Capraro, M.M Capraro. ve J.R. Morgan (Editörler), STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (s. 1-6). Rotterdam: Sense Publishers.
  • Chachashvili-Bolotin, S., Milner-Bolotin, M. ve Lissitsa, S. (2016). Examination of factors predicting secondary students’ interest in tertiary STEM education. International Journal of Science Education, 38(3), 366-390.
  • Chalmers, C., Carter, M. L., Cooper, T. ve Nason, R. (2017). Implementing “big ideas” to advance the teaching and learning of science, technology, engineering, and mathematics (STEM). International Journal of Science and Mathematics Education, 15(1), 25-43.
  • Charette, R. N. (2014). STEM Sense and nonsense. Educational Leadership, 72(4), 79-83.
  • Cunningham, C. M. ve Higgins, M. (2015). Engineering for Everyone. Educational Leadership, 72(4), 42-47.
  • Çorlu, M. S., Capraro, R. M. ve Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Egitim ve Bilim, 39(171), 74-85.
  • DeCoito, I. (2016). STEM education in Canada: A knowledge synthesis. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 114-128.
  • Donegan-Ritter, M.M. ve Zan, B. (2017). Designing and implementing inclusive STEM activities for early childhood. C.M. Curran ve A.J. Petersen (Editörler), Handbook of research on classroom diversity and inclusive education practice. (s. 222-249). Hersney, PA: IGI Global
  • Ejiwale, J. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74.
  • Gartel, D. (2016). Developmentally appropriate STEM: It’s STREAM!. https://drjuliejg.files.wordpress.com/2015/03/developmentally-appropriate-stem-stream.pdf adresinden alınmıştır.
  • Haden, C. A., Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R. ve Gaskins, S. (2014). Supporting family conversations and children's STEM learning in a children's museum. Early Childhood Research Quarterly, 29(3), 333-344.
  • Helm, J. H. ve Katz, L. G. (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.
  • Kazakoff, E. R., Sullivan, A. ve Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.
  • Kermani, H. ve Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527.
  • Langdon, D., Mckittrick, G., Beede, D., Khan, B. ve Doms, M. (2011). STEM: Good jobs now and for the future, U.S. Department of Commerce Economics and Statistics Administration, http://www.esa.doc.gov/sites/default/files/stemfinalyjuly14_1.pdf on 10.05.2015 adresinden alınmıştır.
  • MacDonald, S. ve Maurer, M. (2015). Families learning together: An elementary STEM-focused event brings students and families together Science and Children, 52(9), 44-49.
  • McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N. ve Levine, M. H. (2017a). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Ganz Cooney Center at Sesame Workshop.
  • McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N. ve Levine, M. (2017b). How to integrate STEM into early childhood education. Science and Children, 55(2), 8-10.
  • Milli Eğitim Bakanlığı (MEB), (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf adresinden alınmıştır.
  • Milli Eğitim Bakanlığı (MEB), (2016). STEM eğitimi raporu. http://yegitek.meb.gov.tr/STEM_Education_Report.pdf adresinden alınmıştır.
  • Milli Eğitim Bakanlığı (MEB), (2018). Fen bilimleri dersi öğretim programı: İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325 adresinden alınmıştır.
  • Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. USA: Redleaf Press.
  • National Academy of Engineering & National Research Council (NRC) (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press.
  • National Research Council (NRC), (2011). Successful K─12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academies Press.
  • Obama, B. (2009) Educate to innovate. http://www.whitehouse.gov/the-press-office/presidentobama-launches-educate-innovate-campaign-excellence-sciencetechnology-en adresinden alınmıştır.
  • Popa, R. A. ve Ciascai, L. (2017). Students’ attitude towards STEM education. Acta Didactica Napocensia, 10(4), 55-62.
  • Quigley, C. F. ve Herro, D. (2016). “Finding the joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology, 25(3), 1-17.
  • Sanders, M. E. (2009). STEM, STEM education, STEMmania. Technology Teacher, 68(4), 20-26.
  • Scherer, M. (2014). Helping STEM take flight. Educational Leadership, 72(4), 7-7.
  • Schlesinger, M. A. ve Richert, R. A. (2017). The role of gender in young children’s selective trust of familiar STEM characters. Media Psychology, 20(1) 1-24.
  • Sharifnia, E., Vidiksis, R., Orr, J., Dominguez, X., Goldstein, M. ve Kamdar, D. (2015). Developing preschool scientists: Identifying best practices for using tablets to support early science teaching and learning. Society for Information Technology & Teacher Education International Conference (pp. 1745-1750). Las Vegas, ABD.
  • Sherry, J. L. (2015). Formative research for STEM educational games. Zeitschrift für Psychologie. 221(2), 90-97.
  • Soylu, Ş. (2016). Stem education in early childhood in Turkey. Journal of Educational and Instructional Studies in the World, 6(1), 38─47.
  • Teaching Institute for Excellence in STEM (2010). What is STEM education? http://www.tiesteach.org/stem-education.aspx
  • The White House, (2012). President Obama Announces Plans for a New, National Corps to Recognize and Reward Leading Educators in Science, Technology, Engineering, and Math. https://obamawhitehouse.archives.gov/the-press-office/2012/07/17/president-obama-announces-plans-new-national-corps-recognize-and-reward- adresinden alınmıştır.
  • Tippett, C. D. ve Milford, T. M. (2017). Findings from a Pre-Kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15(1), 67-86.
  • Torres-Crespo, M. N., Kraatz, E. ve Pallansch, L. (2014). From fearing STEM to playing with it: The natural integration of STEM into the preschool classroom. SRATE Journal, 23(2), 8-16.
  • Vasquez, J. A., Comer, M. ve Sneider, C. (2013). STEM lesson essentials: Integrating science, technology, engineering and mathematics. Portsmouth, NH: Heinemann Publications.
  • Yazarlar. Yazar bilgileri hakemlik süreci için çıkarılmıştır.
  • Zan, B. (2016). Introduction: Why STEM? Why early Childhood? Why now? In STEM learning with young children: Inquiry teaching with ramps and pathways (pp. 1-9). New York: Teachers College Press.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mustafa Çetin

H.özlen Demircan

Yayımlanma Tarihi 30 Nisan 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 21 Sayı: 1

Kaynak Göster

APA Çetin, M., & Demircan, H. (2020). Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 102-117. https://doi.org/10.17679/inuefd.437445
AMA Çetin M, Demircan H. Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. INUEFD. Nisan 2020;21(1):102-117. doi:10.17679/inuefd.437445
Chicago Çetin, Mustafa, ve H.özlen Demircan. “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 21, sy. 1 (Nisan 2020): 102-17. https://doi.org/10.17679/inuefd.437445.
EndNote Çetin M, Demircan H (01 Nisan 2020) Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 1 102–117.
IEEE M. Çetin ve H. Demircan, “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”, INUEFD, c. 21, sy. 1, ss. 102–117, 2020, doi: 10.17679/inuefd.437445.
ISNAD Çetin, Mustafa - Demircan, H.özlen. “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 21/1 (Nisan 2020), 102-117. https://doi.org/10.17679/inuefd.437445.
JAMA Çetin M, Demircan H. Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. INUEFD. 2020;21:102–117.
MLA Çetin, Mustafa ve H.özlen Demircan. “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 21, sy. 1, 2020, ss. 102-17, doi:10.17679/inuefd.437445.
Vancouver Çetin M, Demircan H. Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. INUEFD. 2020;21(1):102-17.

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