The Effect of STEM Education Practices on the Awareness towards STEM Education and Opinions of Preservice Science Teachers
Year 2024,
, 1 - 30, 29.06.2024
Hüsnüye Durmaz
Hande Çelik Keser
Abstract
This study aims to examine the effects of STEM education practices on preservice science teachers' (PSTs) awareness of STEM and STEM education and their views on the implementation process. The study was designed as a one-group pretest/posttest weak-experimental design including a case study. The participants were 30 PSTs enrolling in the Science Teaching Laboratory Applications I course in the 2018-2019 academic year and were determined by convenience sampling. In the study that lasted nine weeks, five STEM activities were practiced. STEM awareness open-ended questionnaire (STEM-A) was administered as pre and posttest, and the obtained data was evaluated with the thematic analysis. At the end of the instructional practices, semi-structured interviews were conducted with ten volunteer participants and the data were analyzed with the content analysis method. According to the findings, it can be stated that the participants' awareness developed positively and they grasped the importance of interdisciplinary relationship and integrated structure of the STEM approach.
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STEM Eğitimi Uygulamalarının Fen Bilimleri Öğretmen Adaylarının STEM Eğitimine Yönelik Farkındalıklarına ve Görüşlerine Etkisi
Year 2024,
, 1 - 30, 29.06.2024
Hüsnüye Durmaz
Hande Çelik Keser
Abstract
Araştırmanın amacı STEM eğitimi uygulamalarının fen bilgisi öğretmen adaylarının STEM ve STEM eğitimi konusundaki farkındalıklarına etkisini ve uygulama sürecine ilişkin görüşlerini incelemektir. Araştırma tek gruplu öntest/sontest zayıf deneysel desende tasarlanmış olup durum çalışması dahil edilmiştir. Çalışma grubunu 2018-2019 eğitim-öğretim yılında Fen Öğretimi Laboratuvar Uygulamaları I dersine katılan 30 öğretmen adayı oluşturmuştur. Katılımcılar uygun örneklem seçimi ve gönüllülük esasına göre belirlenmiştir. Çalışma dokuz hafta süresince yürütülmüş ve beş STEM etkinliği gerçekleştirilmiştir. Nitel veri toplama araçları olarak STEM farkındalık açık uçlu anketi (STEM-A) ön ve sontest olarak kullanılmış ve elde edilen veriler tematik analiz ile değerlendirilmiştir. Öğretimsel uygulamaların sonunda da on gönüllü katılımcı ile yarı yapılandırılmış görüşmeler yapılmış ve elde edilen verilerin analizinde içerik analizi uygulanmıştır. Bulgulara göre, katılımcıların farkındalıklarının olumlu yönde geliştiği ve STEM yaklaşımının disiplinler arası ilişkinin ve bütünleşik yapısının önemini anladıkları ifade edilebilir.
Ethical Statement
The study was conducted in accordance with the ethical rules. Informed consent was obtained from all participants involved in the study on a voluntary basis. An ethics committee report was not required in studies before 2020. The study was approved with the decision number 2 taken at the meeting numbered 34 and dated 17.09.2018 of the Trakya University Institute of Science board of directors. The data of the study was collected in the first semester of the 2018-2019 academic year.
Thanks
The authors thank the preservice science teachers for participating in the study and Prof. Dr. Eylem BAYIR for providing expert opinion and feedback during the thesis study.
References
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- Akerson, V. L., Burgess, A., Gerber, A., Guo, M., Khan, T. A. & Newman, S. (2018). Disentangling the meaning of STEM: Implications for science education and science teacher education. Journal of Science Teacher Education, 29(1), 1-8. https://doi.org/10.1080/1046560X.2018.1435063
- Aminger, W., Hough, S., Roberts, S. A., Meier, V., Spina, A. D., Pajela, H., … Bianchini, J. A. (2021). Preservice secondary science teachers’ implementation of an NGSS practice: Using mathematics and computational thinking. Journal of Science Teacher Education, 32(2), 188–209. https://doi.org/10.1080/1046560X.2020.1805200
- Anwar, S., Menekse, M., Guzey, S., & Bryan, L. A. (2022). The effectiveness of an integrated STEM curriculum unit on middle school students' life science learning. Journal of Research in Science Teaching, 59(7), 1204-1234. https://doi.org/10.1002/tea.21756
- Arık, M., & Topçu, M. S. (2022). Implementation of engineering design process in the K-12 science classrooms: Trends and issues. Research in Science Education, 52(1), 21-43. https://doi.org/10.1007/s11165-019-09912-x
- Arslanhan, H. (2019). The effects of design-based learning applications on STEM perceptions development of pre-service science teachers. (Publication No. 569819) [Master’s thesis, Kafkas University]. Council of Higher Education Thesis Center.
- Aslan-Tutak, F., Akaygün, S., & Tezsezen, S. (2017). İşbirlikli FeTeMM (Fen, Teknoloji, Mühendislik, Matematik) Eğitimi Uygulaması: Kimya ve matematik öğretmen adaylarının FeTeMM farkındalıklarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4), 794-816. https://doi.org/10.16986/HUJE.2017027115
- Aydın-Günbatar, S. (2019). Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) yaklaşımı ve FeTeMM’e uygun etkinlik hazırlama rehberi. In S. Artun, & S. Aydın-Günbatar (Eds.), Çağdaş yaklaşımlarla destekli fen öğretimi: Teoriden uygulamaya etkinlik örnekleri (2-25). Pegem.
- Aydın-Günbatar, S., Öztay, E. S., & Ekiz-Kıran, B., (2021). Examination of pre-service chemistry teachers’ STEM conceptions through an integrated STEM course. Turkish Journal of Education, 10(4), 251- 273. https://doi.org/10.19128/turje.894588
- Bartels, S. L., Rupe, K. M., & Lederman, J. S., (2019). Shaping preservice teachers’ understandings of STEM: A Collaborative math and science methods approach. Journal of Science Teacher Education, 30(6), 666-680. https://doi.org/10.1080/1046560X.2019.1602803
- BAUSTEM. (2018). Retrieved May 26, 2018, from https://inteach.org/portal/kaynaklar/
- Breiner, J. M., Harkness, S. S., Johnson, 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. https://doi.org/10.1111/j.1949-8594.2011.00109.x
- Brown, R. E., & Bogiages, C. A. (2019). Professional development through STEM integration: How early career math and science teachers respond to experiencing integrated STEM tasks. International Journal of Science and Mathematics Education, 17(1), 111–128. https://doi.org/10.1007/s10763-017-9863-x
- Buyruk, B., & Korkmaz, Ö., (2016). STEM awareness scale (SAS): Validity and reliability study. Part B: Journal of Turkish Science Education, 13(2), 61-76. https://toad.halileksi.net/wp-content/uploads/2022/07/fetemm-farkindalik-olcegi-toad.pdf
- Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. NSTA Press. https://static.nsta.org/pdfs/samples/PB337Xweb.pdf
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.
- Çepni, S. (Ed.) (2018). Kuramdan uygulamaya STEM+A+E eğitimi. Pegem Akademi.
- Çevik, M. (2017). A study of STEM awareness scale development for high school teachers. Journal of Human Sciences, 14(3), 2436-2452. https://doi.org/10.14687/jhs.v14i3.4673
- Çorlu, M. S., & Çallı, E. (Eds.). (2017). STEM kuram ve uygulamalarıyla Fen, Teknoloji, Mühendislik ve Matematik eğitimi. Öğretmenler için temel Kılavuz (2nd ed.). Pusula.
- Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond content: The role of STEM disciplines, real-world problems, 21st century skills, and STEM careers within science teachers’ conceptions of integrated STEM education. Education Sciences, 11(11), 737. https://doi.org/10.3390/educsci11110737
- Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701-1720. https://doi.org/10.1080/09500693.2019.1638531
- Değirmenci, S. (2020). Identifying self-suffiency of the teachers having STEM education and their problems in applications with regard to the integration of technology and engineering. (Publication No. 615847) [Master’s thesis, Marmara University]. Council of Higher Education Thesis Center.
- Dong, Y., Xu, C., Song, X., Fu, Q., Chai, C. S., Huang, Y. (2019). Exploring the effects of contextual factors on in-service teachers’ engagement in STEM teaching. Asia-Pacific Education Researcher, 28(1), 25–34. https://doi.org/10.1007/s40299-018-0407-0
- Durmaz, H., Çelik Keser, H., & Bayır, E. (2020, 4-5 Temmuz). STEM (FeTeMM) yaklaşımı uygulamasına ilişkin bir örnek: Su arıtma cihazı tasarlayalım [Konferans sunumu özet]. I. Ulusal Çevrimiçi Disiplinlerarası Fen Eğitimi Öğretmenler Konferansı, Ankara, Türkiye. https://difeok.org/uploaded/Ozet-Kitapcigi.pdf
- Ellis, J., Wieselmann, J., Sivaraj, R., Roehrig, G., Dare, E., & Ring-Whalen, E. (2020). Toward a productive definition of technology in science and STEM education. Contemporary Issues in Technology and Teacher Education, 20(3), 472-496. https://citejournal.org/wp-content/uploads/2020/06/v20i3science1.pdf
- Eren, E. & Dökme, İ. (2022). Evaluation of STEM applications used in science education. MSKU Journal of Education, 9(2), 669-681. https://doi.org/10.21666/muefd.1080617
- Faikhamta, C. (2020). Pre-service science teachers’ views of the nature of STEM. Science Education International 31(4), 356-366. https://doi.org/10.33828/sei.v31.i4.4
- Gül, K. (2019). The design, implementation, and evaluation of a STEM education course for preservice science teachers. (Publication No. 552171) [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center.
- Haatainen, O., Turkka, J., Aksela, M. (2021). Science teachers’ perceptions and self-efficacy beliefs related to integrated science education. Education Sciences, 11, 272. https://doi.org/10.3390/educsci11060272
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