Fen Bilimleri Öğretmenlerinin Derslerinde STEM Odaklı Etkinlikler Gerçekleştirmek Üzere Geliştirdikleri Problem Durumlarının İncelenmesi

Year 2018, Volume: 12 Issue: 2, 487 - 507, 31.12.2018

Esra Bozkurt Altan , Yasemin Hacıoğlu

https://doi.org/10.17522/balikesirnef.506462

Cited By: 8

Abstract

Bu araştırmada
fen derslerinde STEM entegrasyonu gerçekleştirmek üzere 15 Fen bilimleri
öğretmenine 30 saatlik eğitim verilmiş ve eğitim sonunda STEM eğitim anlayışına
yönelik bu programa katılmış fen bilimleri öğretmenlerinin ortaya koydukları
problem durumlarının incelenmesi amaçlanmıştır. Araştırmanın modeli bütüncül
tek durum çalışmasıdır. Araştırmanın çalışma grubunu 15 fen bilimleri öğretmeni
oluşturmaktadır. Eğitim sonunda katılımcılardan fen bilimleri dersini STEM odaklı
etkinlik kapsamında planlamak üzere programdan kendilerinin seçecekleri
kazanımlar ile ilgili bireysel olarak problem durumları oluşturması
istenmiştir. Öğretmenlerin oluşturdukları problem durumlarına yönelik
dokümanlar ve öğretmenler problem durumlarını oluştururken araştırmacılar tarafından
tutulan alan notları araştırmanın veri kaynağıdır. Dokümanlar betimsel analiz,
alan notları ise içerik analizi ve betimsel analiz teknikleri ile analiz
edilmiştir. Öğretmenlerin çoğunlukla problem dayalı öğrenme ekseninde
yürütülecek problem durumları planlamayı tercih ettikleri tespit edilmiştir.
Mühendislik tasarım problemi hazırlayan öğretmenlerden sadece birinin tüm unsurlar
bakımından kabul edilebilir problem durumu oluşturabildiği tespit edilmiştir.
Fen derslerinde STEM odaklı uygulamalar gerçekleştirmek üzere probleme dayalı
uygulamalar planlayan öğretmenler tüm ölçütleri karşılayacak problem durumu
oluşturamamışlardır. 

Keywords

STEM, gerçek yaşam problemleri, fen bilimleri öğretmeni

Investigation of Problem Statement Developed by Science Teachers to Perform STEM Focused Activities in Their Courses

Abstract

In
this study, 30 hours of training were given to 15 science teachers to realize
STEM integration in science courses and it was aimed to examine the problem
statement developed by science teachers who have STEM education. The model of
the research is a holistic case study. The study group of the research is
composed of 15 science teachers. Problem statements (documents) that the
teachers developed constitute the primary data source of this research. Field
notes were used as supporting data sources. Data analyzed by descriptive
(documents, field notes) and content analysis (field notes) techniques. It has
been determined that the engineering design problem, prepared by only one
teacher, can be accepted in all elements, and that it is capable of integrating
mathematics and technology disciplines and achieving learning outcome in
science courses. It has been found that none of the problem statements prepared
by problem-based learning to perform STEM-focused activities in science courses
are inappropriate for all elements. 

Keywords

STEM education, problem statement, science teachers

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