STEM Eğitimine Geçişte Bir Araç Olarak Disiplinler Arası Matematiksel Modelleme Oluşturma Etkinlikleri: Öğretmen ve Öğrenci Görüşleri

Abstract

Bu çalışmada günümüz yeni eğitim yaklaşımlarından biri olan STEM (Science, Technology, Education, Mathematics) eğitimine geçişte Disiplinler Arası Model Oluşturma Etkinliklerinin (DAMOE) bir araç olarak kullanılıp kullanılamayacağı öğretmen ve öğrenci görüşleri doğrultusunda belirlenmeye çalışılmıştır. Görüşme tekniğinin kullanıldığı bu çalışma 2015- 2016 eğitimi-öğretim yılında Türkiye’nin Doğu Anadolu Bölgesindeki bir ilin merkez okulunda görev yapan 2 öğretmen (Matematik, Fen bilimleri) ile aynı okuldan seçilen yedi 7. sınıf öğrencisi ile yürütülmüştür. Çalışma kapsamında ilk önce öğretmenlerle disiplinler ve günlük yaşamla ilişkileri, disiplinler arası ilişkilendirme konuları kapsamında yarı-yapılandırılmış ön görüşmeler yapılmış, daha sonra öğretmenler rehberliğinde öğrencilere Matematik ile Fen bilimleri disiplinlerinin öğrenme alanlarını içeren üç adet Disiplinler Arası Model Oluşturma Etkinlikleri (DAMOE) uygulanmıştır. Uygulama sonrasında öğretmen ve öğrencilerle bu etkinliklerin/problemlerin müfredatta uygulanabilirliği ve bu etkinlikleri çözmenin öğrencilere ne gibi faydalar sağlayacağı konuları kapsamında yarı-yapılandırılmış son görüşmeler yapılmıştır. Elde edilen bulgularda DAMOE’lerin öğrencilerin disiplinler arası ilişkilendirme becerilerini geliştirdiği, disiplinlere olan tutumu olumlu yönde değiştirebileceği ve DAMOE’lerin okul müfredatında yer alması gerektiği görüşleri tespit edilmiştir.                                                                                                     

Keywords

• STEM Eğitimi,Disiplinler Arası Model Oluşturma Etkinlikleri

Interdisciplinary Mathematical Modeling Activities as a Transitional Tool for STEM Education: Teacher and Student Opinions

Abstract

In this study, it has been tried to determine in the direction of teacher and student opinions whether the Interdisciplinary Modeling Activities (DAMOE) can be used as a tool in transitioning to STEM (Science, Technology, Education, Mathematics) education which is one of the new educational approaches today. This study was conducted with 2 teachers and 7 seventh grade students in a central school in the East Anatolia  of Turkey by using interview technique. In the scope of the study, firstly, semi-structured preliminary interviews were conducted with the teachers about the relationship between disciplines and daily life and about interdisciplinary relationship. Secondly,  the three interdisciplinary modeling activities (DAMOE) including learning areas of Mathematics and Science and Technology disciplines were applied to the students under the guidance of teachers. After the implementation, teachers and students were subjected to semi-structured final interviews within the context of the applicability of these activities / problems in the curriculum and what benefits students will get from solving these activities. In the findings, it was determined that DAMOEs improved students' interdisciplinary skills, that they could change attitudes toward disciplines positively, and that DAMOEs should be included in the school curriculum.

Keywords

• STEM Education,Interdisciplinary Modeling Eliciting Activities (IMEAs)

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