Araştırma Makalesi
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Türkiye’de STEM Eğitimi Konusunda Yapılan Çalışmalar Üzerine Bir Araştırma: Meta-Sentez Çalışması

Yıl 2020, Sayı: 50, 291 - 314, 01.09.2020
https://doi.org/10.9779/pauefd.590319

Öz

Türkiye'de STEM eğitimi için yapılan araştırma sayısında son yıllarda bir artış gözlenmektedir. Ancak mevcut bilgimize göre, nitel araştırmalarda ortaya çıkan anlayışların birikimine ve sentezine yönelik yürütülmüş bir çalışma bulunmamaktadır. Mevcut çalışma, meta sentez yöntemini kullanarak, Türkiye’de STEM eğitimi ile ilgili yapılan çalışmaların nitel bulgularından yola çıkarak kapsamlı bir bakış açısı ve anlatı ile sunması yönüyle önem taşımaktadır. Araştırma bulgularının, mevcut durumu ortaya koyarak, gelecekte Türkiye'de STEM eğitimine yönelik yürütülecek çalışmalara yön göstermesi beklenmektedir. Bu amaçla toplam 12 çalışma incelenmiştir. Analiz neticesinde sürece dahil edilen çalışmaların nitel bulguları üç boyutu ortaya çıkartmıştır. Bu boyutlar okul içinde veya okul dışında yapılan STEM uygulamalarının sonuçlarına, STEM eğitimine yönelik bilişsel düzeydeki mevcut duruma ve öğretmen adaylarının STEM disiplinleri arasında ilişki kurmalarına odaklandığı belirlenmiştir. Bu boyutlar doğrultusunda tekrar incelenen çalışmaların nitel bulguları üç ortak tema altında sentezlenmiştir: 21. Yüzyıl Becerileri ve STEM Alanlarına Yönelik İlgi, Algı ve Görüşler ile STEM Disiplinleri Arasındaki İlişkilerdir. Araştırma sonucunda, öğretmenlere, öğretmen adaylarına ve araştırmacılara öneriler sunulmuştur.

Kaynakça

  • ABET. (2017). Criteria for Accrediting Engineering Programs. Erişim: http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2018-2019/
  • Acar, D., Tertemiz, N., ve Taşdemir, A. (2018). The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training Teachers. International Electronic Journal of Elementary Education, 10(4), 505-513.
  • Akaygün, S., ve Aslan-Tutak, F. (2016). STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71.
  • Akgündüz, D. (2016). A research about the placement of the top thousand students in stem fields in turkey between 2000 and 2014. EURASIA Journal of Mathematics, Science ve Technology Education, 12(5), 1365–1377.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., ve Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Turkey: A provisional agenda or a necessity?]. İstanbul: İstanbul Aydın Üniversitesi.
  • Autenrieth, R. L., Lewis, C. W., & Butler-Purry, K. L. (2017). Long-Term Impact of the Enrichment Experiences in Engineering (E3) Summer Teacher Program. Journal of STEM Education, 18(1), 25-31.
  • Ayar, M. C. (2015). First-hand Experience with Engineering Design and Career Interest in Engineering: An Informal STEM Education Case Study. Educational Sciences: Theory ve Practice, 15(6), 1655-1675.
  • Aydın-Günbatar, S., Tarkın-Çelikkıran, A., Kutucu, E. S., ve Ekiz-Kıran, B. (2018). The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views. Chemistry Education Research and Practice, 19, 954-972.
  • Baran, E., Canbazoğlu-Bilici, S., Mesutoğlu, C., ve Ocak, C. (2016). Moving STEM Beyond Schools: Students’ Perceptions About an Out-of-School STEM Education Program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
  • Bondas, T., & Hall, E. O. (2007). A decade of metasynthesis research in health sciences: a meta-method study. International Journal of Qualitative Studies on Health and Well-Being, 2(2), 101-113.
  • Bozkurt-Altan, E., ve Ercan, S. (2016). STEM Education Program for Science Teachers: Perceptions and Competencies. Journal of Turkish Science Education, 13, 103-117.
  • Breiner, J. M., Johnson, S. S., Harkness, 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, C. P., & Lan, Y. C. (2015). A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB. Teaching and Teacher Education, 45, 1-13.
  • Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2015). Integrated STEM education. C. C. Johnson, E. E. Peters-Burton, ve T. J. Moore (Editör) STEM roadmap içinde: A framework for integration. London: Taylor & Francis.
  • Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70(1), 30-35.
  • Çalık, M., ve Sözbilir, M. (2014). İçerik Analizinin Parametreleri. Eğitim ve Bilim, 39, 33-38.
  • Çetin, A., ve Balta, N. (2017). Pre-Service Science Teachers Views on Stem Materials and Stem Competition in Instructional Technologies and Material Development Course. European Journal of Educational Research, 6(3), 279-288.
  • Çınar, S., Pırasa, N., ve Paliç-Sadoğlu, G. (2016). Views of Science and Mathematics Pre-service Teachers Regarding STEM. Universal Journal of Educational Research, 4(6), 1479-1487.
  • Çınar, S., Pırasa, N., Uzun, N., ve Erenler, S. (2016). The Effect of Stem Education on Pre-Service Science Teachers’ Perception of Interdisciplinary Education. Journal of Turkish Science Education, 118-142.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Eğitim ve Bilim, 39(171), 74-85.
  • Delen, İ., ve Uzun, S. (2018). Matematik öğretmen adaylarının FeTeMM temelli tasarladıkları öğrenme ortamlarının değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 617-630.
  • DoE. (2010). A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act. Washington, DC: U.S. Department of Education.
  • Dugger, W. E. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research.
  • Dym, C. L., Agogino, A. M., Eriş, Ö., Frey, D. D., & Leifer, L. J. (2005). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 94(1), 103-120.
  • Ercan, S., ve Şahin, F. (2015). The Usage of Engineering Practices in Science Education: Effects of Design Based Science Learning on Students’ Academic Achievement. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 128-164.
  • Eroğlu, S., ve Bektaş, O. (2016). STEM Eğitimi Almış Fen Bilimleri Öğretmenlerinin STEM Temelli Ders Etkinlikleri Hakkındaki Görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 4(3), 43-67.
  • Gökbayrak, S., ve Karışan, D. (2017). Altıncı Sınıf Öğrencilerinin FeTeMM Temelli Etkinlikler Hakkındaki Görüşlerinin İncelenmesi. Alan Eğitimi Araştırmaları Dergisi, 3(1), 25-40.
  • Hacıoğlu, Y., Yamak, H., ve Kavak, N. (2016). Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education. Journal of Turkish Science Education, 13, 88-102.
  • Householder, D. L., & Hailey, C. E. (2012). Incorporating Engineering Design Challenges into STEM Courses. National Center for Engineering and Technology Education.
  • Karahan, E., Canbazoğlu-Bilici, S., ve Ünal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM Education. International Journal of STEM Education, 3(11), 1-11.
  • Kızılay, E. (2016). Fen Bilgisi Öğretmen Adaylarının FeTeMM Alanları ve Eğitim Hakkındaki Görüşleri. Journal of Academic Social Science Studies, 47, 403-417.
  • Marulcu, İ., ve Sungur, K. (2012). Fen Bilgisi Öğretmen Adaylarının Mühendis ve Mühendislik Algılarının ve Yöntem Olarak Mühendislik-Dizayna Bakış Açılarının İncelenmesi. Afyon Kocatepe Üniversitesi Fen Bilimleri Dergisi, 12, 13-23.
  • MEB. (2016). STEM Eğitimi Raporu. Ankara: Milli Eğitim Bakanlığı - Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü (YEĞİTEK).
  • MEB. (2018). Fen Bilimleri Dersi Öğretim Programı -İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar. Ankara: Millî Eğitim Bakanlığı.
  • Moore, T. J., & Smith, K. A. (2014). Advancing the State of the Art of STEM Integration. Journal of STEM Education, 15(1), 5-10.
  • 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. J. Strobel, M. E. Cardella, ve Ş. Purzer (Editör) içinde, Engineering in Pre-College Settings (s. 35-60). Purdue University Press.
  • Noblit, G. W., & Hare, R. D. (1988). Meta-Ethnography: Synthesizing Qualitative Studies. SAGE Publications.
  • NRC. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academy Press.
  • OECD. (2010). Measuring Innovation: A New Perspective - online version. Organisation for Economic Co-operation and Development: http://www.oecd.org/site/innovationstrategy/measuringinnovationanewperspective-onlineversion.htm adresinden alındı
  • OECD. (2017). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing.
  • Özçakır-Sümen, Ö., ve Çalışıcı, H. (2016). Pre-service Teachers’ Mind Maps and Opinions on STEM Education Implemented in an Environmental Literacy Course. Educational Sciences: Theory ve Practice, 16(2), 459-476.
  • P21. (2015). Partnership for 21st Century Learning, Framework for 21st Century Learning. http://www.p21.org/about-us/p21-framework adresinden alındı
  • PWC, ve TÜSİAD. (2017). 2023’e Doğru Türkiye’de STEM Gereksinimi. https://www.pwc.com.tr/tr/assets/image/pwc-tusiad-2023-e-dogru-turkiye-de-stem-gereksinimi-raporu.pdf adresinden alındı
  • Radloff, J., & Güzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology, 25(5), 759-774.
  • Şahin, A., Ayar, M. C., ve Adıgüzel, T. (2014). Fen, teknoloji, mühendislik ve matematik içerikli okulsonrası etkinlikler ve öğrenciler üzerindeki etkileri. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 297-322.
  • Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, 68(4), 20-26.
  • Sarı, U., Alıcı, M., ve Şen, 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.
  • TÜSİAD. (2014). STEM Alanında Eğitim Almış İşgücüne Yönelik Talep ve Beklentiler Araştırması. http://tusiad.org/tr/yayinlar/raporlar/item/download/7014_d28ffa2adda423c6d3852cc01c965993 adresinden alındı
  • Uğraş, M., ve Genç, Z. (2018). Investigating Preschool Teacher Candidates' STEM Teaching Intention and the views about STEM Education. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 7(2) 724-744.
  • Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration: Teacher Perceptions and Practice. Journal of Pre-Collage Engineering Education Research, 1(2), 1-13.
  • Weber, E., Fox, S., Levings, S. B., & Bouwma-Gearhart, J. (2013). Teachers’ Conceptualizations of Integrated STEM. Academic Exchange Quarterly, 17(3), 1-9.
  • Wheeler, L. B., Whitworth, B. A., & Gonczi, A. L. (2014). Engineering Design Challenge: Building a voltaic cell in the high school chemistry clasroom. Science Teacher, 81(9), 30-36.
  • Yamak, H., Bulut, N., ve Dündar, S. (2014). 5. Sınıf Öğrencilerinin Bilimsel Süreç Becerileri ile Fene Karşı Tutumlarına FeTeMM Etkinliklerinin Etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265.
  • Yaşar, Ş., Baker, D., Robinson-Kurpius, S., Krause, S., & Roberts, C. (2006). Development of a survey to assess K-12 teachers' perceptions of engineers and familiarity with teaching design, engineering, and technology. Journal of Engineering Education, 95(3), 205-215.
  • Zimmer, L. (2006). Qualitative meta-synthesis: a question of dialoguing with texts. Journal of Advanced Nursing, 53(3), 311-318.

Research on STEM Education Studies in Turkey: A Qualitative Meta-Synthesis Study

Yıl 2020, Sayı: 50, 291 - 314, 01.09.2020
https://doi.org/10.9779/pauefd.590319

Öz

In recent years an increase in the number of researches for STEM education in Turkey is observed. However, to the best of our knowledge, there is no study on the accumulation and synthesis of the insights emerging in qualitative research. In the present study, using the meta-synthesis method, the studies related to STEM education in Turkey based on the qualitative findings to provide a comprehensive perspective and narrative aspect are important. Research findings -by revealing the current situation in Turkey- are expected to show the future direction of the work to be carried out for STEM education. For this purpose, a total of 12 studies were examined. Three dimensions appeared in consequence of these analyses. These dimensions are determined to focus on: Firstly, the results of STEM practices in or out of school; Secondly, the current situation at the cognitive level for STEM education, and thirdly; pre-service teachers' ability of interdisciplinary relationships of STEM. In line with these dimensions, the qualitative findings of the studies reviewed were synthesized under three common themes: 21st Century Skills and the STEM Interest, Perception and Opinions Towards STEM Fields, and the Relations between STEM Fields. As a result of the research, suggestions were given to teachers, teacher candidates, and the researchers.

Kaynakça

  • ABET. (2017). Criteria for Accrediting Engineering Programs. Erişim: http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2018-2019/
  • Acar, D., Tertemiz, N., ve Taşdemir, A. (2018). The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training Teachers. International Electronic Journal of Elementary Education, 10(4), 505-513.
  • Akaygün, S., ve Aslan-Tutak, F. (2016). STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71.
  • Akgündüz, D. (2016). A research about the placement of the top thousand students in stem fields in turkey between 2000 and 2014. EURASIA Journal of Mathematics, Science ve Technology Education, 12(5), 1365–1377.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., ve Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Turkey: A provisional agenda or a necessity?]. İstanbul: İstanbul Aydın Üniversitesi.
  • Autenrieth, R. L., Lewis, C. W., & Butler-Purry, K. L. (2017). Long-Term Impact of the Enrichment Experiences in Engineering (E3) Summer Teacher Program. Journal of STEM Education, 18(1), 25-31.
  • Ayar, M. C. (2015). First-hand Experience with Engineering Design and Career Interest in Engineering: An Informal STEM Education Case Study. Educational Sciences: Theory ve Practice, 15(6), 1655-1675.
  • Aydın-Günbatar, S., Tarkın-Çelikkıran, A., Kutucu, E. S., ve Ekiz-Kıran, B. (2018). The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views. Chemistry Education Research and Practice, 19, 954-972.
  • Baran, E., Canbazoğlu-Bilici, S., Mesutoğlu, C., ve Ocak, C. (2016). Moving STEM Beyond Schools: Students’ Perceptions About an Out-of-School STEM Education Program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
  • Bondas, T., & Hall, E. O. (2007). A decade of metasynthesis research in health sciences: a meta-method study. International Journal of Qualitative Studies on Health and Well-Being, 2(2), 101-113.
  • Bozkurt-Altan, E., ve Ercan, S. (2016). STEM Education Program for Science Teachers: Perceptions and Competencies. Journal of Turkish Science Education, 13, 103-117.
  • Breiner, J. M., Johnson, S. S., Harkness, 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, C. P., & Lan, Y. C. (2015). A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB. Teaching and Teacher Education, 45, 1-13.
  • Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2015). Integrated STEM education. C. C. Johnson, E. E. Peters-Burton, ve T. J. Moore (Editör) STEM roadmap içinde: A framework for integration. London: Taylor & Francis.
  • Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70(1), 30-35.
  • Çalık, M., ve Sözbilir, M. (2014). İçerik Analizinin Parametreleri. Eğitim ve Bilim, 39, 33-38.
  • Çetin, A., ve Balta, N. (2017). Pre-Service Science Teachers Views on Stem Materials and Stem Competition in Instructional Technologies and Material Development Course. European Journal of Educational Research, 6(3), 279-288.
  • Çınar, S., Pırasa, N., ve Paliç-Sadoğlu, G. (2016). Views of Science and Mathematics Pre-service Teachers Regarding STEM. Universal Journal of Educational Research, 4(6), 1479-1487.
  • Çınar, S., Pırasa, N., Uzun, N., ve Erenler, S. (2016). The Effect of Stem Education on Pre-Service Science Teachers’ Perception of Interdisciplinary Education. Journal of Turkish Science Education, 118-142.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Eğitim ve Bilim, 39(171), 74-85.
  • Delen, İ., ve Uzun, S. (2018). Matematik öğretmen adaylarının FeTeMM temelli tasarladıkları öğrenme ortamlarının değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 617-630.
  • DoE. (2010). A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act. Washington, DC: U.S. Department of Education.
  • Dugger, W. E. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research.
  • Dym, C. L., Agogino, A. M., Eriş, Ö., Frey, D. D., & Leifer, L. J. (2005). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 94(1), 103-120.
  • Ercan, S., ve Şahin, F. (2015). The Usage of Engineering Practices in Science Education: Effects of Design Based Science Learning on Students’ Academic Achievement. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 128-164.
  • Eroğlu, S., ve Bektaş, O. (2016). STEM Eğitimi Almış Fen Bilimleri Öğretmenlerinin STEM Temelli Ders Etkinlikleri Hakkındaki Görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 4(3), 43-67.
  • Gökbayrak, S., ve Karışan, D. (2017). Altıncı Sınıf Öğrencilerinin FeTeMM Temelli Etkinlikler Hakkındaki Görüşlerinin İncelenmesi. Alan Eğitimi Araştırmaları Dergisi, 3(1), 25-40.
  • Hacıoğlu, Y., Yamak, H., ve Kavak, N. (2016). Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education. Journal of Turkish Science Education, 13, 88-102.
  • Householder, D. L., & Hailey, C. E. (2012). Incorporating Engineering Design Challenges into STEM Courses. National Center for Engineering and Technology Education.
  • Karahan, E., Canbazoğlu-Bilici, S., ve Ünal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM Education. International Journal of STEM Education, 3(11), 1-11.
  • Kızılay, E. (2016). Fen Bilgisi Öğretmen Adaylarının FeTeMM Alanları ve Eğitim Hakkındaki Görüşleri. Journal of Academic Social Science Studies, 47, 403-417.
  • Marulcu, İ., ve Sungur, K. (2012). Fen Bilgisi Öğretmen Adaylarının Mühendis ve Mühendislik Algılarının ve Yöntem Olarak Mühendislik-Dizayna Bakış Açılarının İncelenmesi. Afyon Kocatepe Üniversitesi Fen Bilimleri Dergisi, 12, 13-23.
  • MEB. (2016). STEM Eğitimi Raporu. Ankara: Milli Eğitim Bakanlığı - Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü (YEĞİTEK).
  • MEB. (2018). Fen Bilimleri Dersi Öğretim Programı -İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar. Ankara: Millî Eğitim Bakanlığı.
  • Moore, T. J., & Smith, K. A. (2014). Advancing the State of the Art of STEM Integration. Journal of STEM Education, 15(1), 5-10.
  • 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. J. Strobel, M. E. Cardella, ve Ş. Purzer (Editör) içinde, Engineering in Pre-College Settings (s. 35-60). Purdue University Press.
  • Noblit, G. W., & Hare, R. D. (1988). Meta-Ethnography: Synthesizing Qualitative Studies. SAGE Publications.
  • NRC. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academy Press.
  • OECD. (2010). Measuring Innovation: A New Perspective - online version. Organisation for Economic Co-operation and Development: http://www.oecd.org/site/innovationstrategy/measuringinnovationanewperspective-onlineversion.htm adresinden alındı
  • OECD. (2017). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing.
  • Özçakır-Sümen, Ö., ve Çalışıcı, H. (2016). Pre-service Teachers’ Mind Maps and Opinions on STEM Education Implemented in an Environmental Literacy Course. Educational Sciences: Theory ve Practice, 16(2), 459-476.
  • P21. (2015). Partnership for 21st Century Learning, Framework for 21st Century Learning. http://www.p21.org/about-us/p21-framework adresinden alındı
  • PWC, ve TÜSİAD. (2017). 2023’e Doğru Türkiye’de STEM Gereksinimi. https://www.pwc.com.tr/tr/assets/image/pwc-tusiad-2023-e-dogru-turkiye-de-stem-gereksinimi-raporu.pdf adresinden alındı
  • Radloff, J., & Güzey, S. (2016). Investigating Preservice STEM Teacher Conceptions of STEM Education. Journal of Science Education and Technology, 25(5), 759-774.
  • Şahin, A., Ayar, M. C., ve Adıgüzel, T. (2014). Fen, teknoloji, mühendislik ve matematik içerikli okulsonrası etkinlikler ve öğrenciler üzerindeki etkileri. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 297-322.
  • Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, 68(4), 20-26.
  • Sarı, U., Alıcı, M., ve Şen, 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.
  • TÜSİAD. (2014). STEM Alanında Eğitim Almış İşgücüne Yönelik Talep ve Beklentiler Araştırması. http://tusiad.org/tr/yayinlar/raporlar/item/download/7014_d28ffa2adda423c6d3852cc01c965993 adresinden alındı
  • Uğraş, M., ve Genç, Z. (2018). Investigating Preschool Teacher Candidates' STEM Teaching Intention and the views about STEM Education. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 7(2) 724-744.
  • Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration: Teacher Perceptions and Practice. Journal of Pre-Collage Engineering Education Research, 1(2), 1-13.
  • Weber, E., Fox, S., Levings, S. B., & Bouwma-Gearhart, J. (2013). Teachers’ Conceptualizations of Integrated STEM. Academic Exchange Quarterly, 17(3), 1-9.
  • Wheeler, L. B., Whitworth, B. A., & Gonczi, A. L. (2014). Engineering Design Challenge: Building a voltaic cell in the high school chemistry clasroom. Science Teacher, 81(9), 30-36.
  • Yamak, H., Bulut, N., ve Dündar, S. (2014). 5. Sınıf Öğrencilerinin Bilimsel Süreç Becerileri ile Fene Karşı Tutumlarına FeTeMM Etkinliklerinin Etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265.
  • Yaşar, Ş., Baker, D., Robinson-Kurpius, S., Krause, S., & Roberts, C. (2006). Development of a survey to assess K-12 teachers' perceptions of engineers and familiarity with teaching design, engineering, and technology. Journal of Engineering Education, 95(3), 205-215.
  • Zimmer, L. (2006). Qualitative meta-synthesis: a question of dialoguing with texts. Journal of Advanced Nursing, 53(3), 311-318.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hamdican Yıldırım 0000-0003-4078-5335

Sevinç Gelmez-burakgazi Bu kişi benim 0000-0002-4553-1433

Yayımlanma Tarihi 1 Eylül 2020
Gönderilme Tarihi 10 Temmuz 2019
Kabul Tarihi 29 Aralık 2019
Yayımlandığı Sayı Yıl 2020 Sayı: 50

Kaynak Göster

APA Yıldırım, H., & Gelmez-burakgazi, S. (2020). Türkiye’de STEM Eğitimi Konusunda Yapılan Çalışmalar Üzerine Bir Araştırma: Meta-Sentez Çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 291-314. https://doi.org/10.9779/pauefd.590319

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