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

Year 2018, , 170 - 198, 30.11.2018

Yunus Güder , Ramazan Gürbüz

https://doi.org/10.17984/adyuebd.457626

Cited By: 14

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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