Research Article
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Middle School Students’ Views about STEM Activities Used in Teaching Ratio and Proportion

Year 2022, Volume: 11 Issue: 3, 647 - 662, 13.10.2022
https://doi.org/10.14686/buefad.1095364

Abstract

The purpose of the study was to investigate middle school students’ views about STEM activities used in teaching ratio and proportion concepts in a mathematics classroom. The research was designed as a case study. Participants were eight middle school students who were selected among 20 students based on different proportional reasoning skills. Data were collected through semi-structured interviews. In the mathematics classroom where the participants of the study were selected, the subject of ratio and proportion was taught to the students with the help of STEM activities. Students had the chance to experience how the mathematics lesson was taught with STEM activities. After all the STEM activities were completed, semi-structured interviews were held with each participant. According to the findings, the students focused on the positive aspects of STEM activities. Students mentioned that STEM activities were enjoyable, interesting, and collaborative. Moreover, students stated that the activities provided active participation, permanent learning, creative thinking, and developing hand skills. Additionally, students argued that STEM activities were interdisciplinary, technology related, and related to everyday life.

References

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Ortaokul Öğrencilerinin Oran ve Orantı Konusunun Öğretiminde Kullanılan STEM Etkinliklerine Yönelik Görüşleri

Year 2022, Volume: 11 Issue: 3, 647 - 662, 13.10.2022
https://doi.org/10.14686/buefad.1095364

Abstract

Bu araştırmanın amacı, ortaokul öğrencilerinin oran ve orantı kavramlarının öğretiminde kullanılan STEM etkinlikleri hakkındaki görüşlerini incelemektir. Araştırma durum çalışması olarak tasarlanmıştır. Katılımcılar, farklı orantısal akıl yürütme becerilerine dayalı olarak 20 öğrenci arasından seçilen sekiz ortaokul öğrencisidir. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırmanın katılımcılarının seçildiği matematik sınıfında oran ve orantı konusu STEM etkinlikleri yardımıyla öğrencilere öğretilmiştir. Öğrenciler, STEM etkinlikleriyle bir matematik dersinin nasıl yürütüldüğünü deneyimleme şansı bulmuşlardır. Tüm STEM etkinlikleri tamamlandıktan sonra her bir katılımcı ile yarı yapılandırılmış görüşmeler yapılmıştır. Elde edilen bulgulara göre; öğrenciler STEM etkinliklerinin olumlu yönlerine odaklanmışlardır. Öğrenciler, STEM etkinliklerinin eğlenceli, ilgi çekici ve işbirlikçiliği desteklediğini belirtmişlerdir. Bunun yanında, öğrenciler etkinliklerin aktif katılım, kalıcı öğrenme, yaratıcı düşünme ve el becerilerini geliştirmeyi sağladığını söylemişlerdir. Ayrıca öğrenciler, STEM etkinliklerinin disiplinler arası, teknoloji ve günlük yaşamla ilgili olduğunu ileri sürmüşlerdir.

References

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  • Delen, İ., & Uzun, S. (2018). Matematik öğretmen adaylarının FeTeMM temelli tasarladıkları öğrenme ortamlarının değerlendirilmesi [Evaluating STEM based learning environments created by mathematics pre-service teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 617-630. https://doi.org/10.16986/HUJE.2018037019
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  • Erçetin, E. E. (2021). The effect of STEM-Focused mathematics teaching on students' academic achievements, attitudes towards the course and interest in STEM-Field jobs. [Unpublished master thesis]. Fırat University, Elazığ, Turkey.
  • Flowers, J. (1998). A study of proportional reasoning as it relates to the development of multiplication concepts. [Unpublished PhD thesis]. The University of Michigan, Michigan.
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  • Gökbayrak, S., & Karışan, D. (2017). Investigating the effect of STEM based laboratory activities on preservice science teacher’s STEM awareness. Journal of Human Sciences, 14(4), 4275-4288. http://orcid.org/0000-0002-1791-9633
  • Gülhan, F., & Şahin, F. (2018). Why STEM Education? Investigation of middle school 5th grade students' career choices in STEM fields. Journal of STEAM Education, 1(1), 1-23. https://dergipark.org.tr/en/pub/steam/issue/37516/424347
  • Güder, Y. & Gürbüz, R. (2018). Interdisciplinary mathematical modeling activities as a transitional tool for STEM education: Teacher and student opinions. Adıyaman University Journal of Educational Sciences, Special Issue, 171-199. https://doi.org/10.17984/adyuebd.457626
  • Hillen, A. F. (2005). Examining preservice secondary mathematics teachers’ ability to reason proportionally prior to and upon completion of a practice-based mathematics methods course focused on proportional reasoning. [Unpublished PhD thesis]. University of Pittsburgh, Johnstown, the USA.
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  • Keçeci, G., Alan, B., & Kırbağ Zengin, F. (2017). 5. sınıf öğrencileriyle STEM eğitimi uygulamaları [STEM education practices with 5th grade students]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 11(18), 1-17.
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There are 65 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Mutlu Pişkin Tunç 0000-0002-6703-1325

Nida Sultan Gündoğdu 0000-0002-2539-5956

Publication Date October 13, 2022
Published in Issue Year 2022 Volume: 11 Issue: 3

Cite

APA Pişkin Tunç, M., & Gündoğdu, N. S. (2022). Middle School Students’ Views about STEM Activities Used in Teaching Ratio and Proportion. Bartın University Journal of Faculty of Education, 11(3), 647-662. https://doi.org/10.14686/buefad.1095364

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education