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Year 2015, Volume: 2 Issue: 2, - 2, 06.06.2015

Bekir Yıldırım Yusuf Altun

Abstract

Information was given about STEM and Engineering education and STEM’s integration with the lectures was emphasized in this study. On the other hand, an experimental study was conducted in order to support the study regarding STEM Education and Engineering applications. The workgroup of this study was formed of 83 Science Teachers studying at the 3rd grade of university. Some of these students were assigned as the experimental group while the others were assigned as the control group in an unbiased manner. While lectures were taught in accordance with STEM Education and Engineering applications in the experimental group in this study conducted during science laboratory lectures, lectures were taught according to their normal process in the control group. The application in question was made based on a semi -experimental study. The study was implemented during 2013-2014 fall period. Learning level test, the reliability and validity of which was ensured, was made before the application. A statistically significant difference in favor of the experimental group was determined as a result of the application. According to these results, it was determined that STEM Education and Engineering applications affected the improvement of students’ success rates

Keywords

STEM Education Integration Success Self-experimental Design

References

  • . Yıldırım, B. and Y. Altun, STEM Eğitimi Üzerine Derleme Çalışması: Fen Bilimleri Alanında Örnek Ders Uygulanmaları. M. Riedler et al. (Ed.) in VI. International Congress of Education Research 2014: Hacettepe Üniversitesi.
  • . Gonzalez, H.B. and J.J. Kuenzi. Science, technology, engineering, and mathematics (STEM) education: A primer. 2012. Congressional Research Service, Library of Congress.
  • . Moomaw, S., Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. 2013: Redleaf Press.
  • . Yıldırım, B. and M. Selvi, Adaptation Of Stem Attitude Scale To Turkish, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 2015. 10(3), 1107-1120, ISSN: 1308-2140, www.turkishstudies.net, DOI Number: http://dx.doi.org/10.7827/TurkishStudies.7974, Ankara-Turkey.
  • . Scott, M.C., Technology Education for Children Council, Technology and Children. Elementary School Technology Education, 2009. 14(1): p. 3.
  • . Langdon, D., et al., STEM: Good Jobs Now and for the Future. ESA Issue Brief# 03-11. US Department of Commerce, 2011.
  • . Koonce, D.A., et al. What is STEM? in American Society for Engineering Education. 2011. American Society for Engineering Education.
  • . Zhou, J., What is STEM? 2010, Ohio University.
  • . Breckler, S.J., “S” is for Science. Science Directions, 2007. 38(8): p. 32.
  • . Price, M. Promoting psychology as a STEM Discipline. 2011 04.06.2014]; Available from: http://www.apa.org/monitor/2013/09/sd.aspx
  • . Association, A.P., Psychology as a core science, technology, engineering, and mathematics (STEM) discipline: Report of the American Psychological Association 2009 Presidential Task Force on the Future of Psychology as a STEM Discipline. 2010, Washington, DC: American Psychological Association.
  • . Yıldırım, B., STEM Eğitimi ve Türkiye, in IV. National Primary Education Student Congress. 2013: Nevşehir Hacı Bektaş University.
  • . Yıldırım, B., Amerika, AB Ülkeleri ve Türkiye’de STEM Eğitimi, in 22rd National Congress of Educational Sciences. 2013, Ulusal Eğitim Bilimleri Kurultayı Osmangazi Üniversitesi.
  • . Bybee, R.W., What is STEM education? Science, 2010. 329(5995): p. 996-996.
  • . Morrison, J., TIES STEM education monograph series, attributes of STEM education. Retrieved August, 2006. 19: p. 2013.
  • . Czerniak, C.M., et al., A literature review of science and mathematics integration. School Science and Mathematics, 1999. 99(8): p. 421-430.
  • . Beane, J.A., Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 1995: p. 616-622.
  • . Davison, D.M., K.W. Miller, and D.L. Metheny, What does integration of science and mathematics really mean? School Science and Mathematics, 1995. 95(5): p. 226-230.
  • . Huntley, M.A., Design and implementation of a framework for defining integrated mathematics and science education. School Science and Mathematics, 1998. 98(6): p. 320-327.
  • . Childress, V.W., Does integrating technology, science, and mathematics improve technological problem solving? A quasi-experiment. 1996.
  • . Jacobs, H.H., Interdisciplinary curriculum: Design and implementation. 1989: ERIC.
  • . Mathison, S. and M. Freeeman, The logic of interdisciplinary studies, in Annual Meeting of the American Educational Research Association. 1997: Chicago, IL.
  • . Mundfrom, D., Davis, D., Dickerson, L. and Briggs, K, Math and science together: a curriculum development project to improve student performance in mathematics and science, in Annual Meeting of the American Educational Research Association. 1996: New York.
  • . Berlin, D.F. and A.L. White, The Berlin‐White integrated science and mathematics model. School Science and Mathematics, 1994. 94(1): p. 2-4.
  • . Austin, J.D., J. Hirstein, and S. Walen, Integrated mathematics interfaced with science. School Science and Mathematics, 1997. 97(1): p. 45-49.
  • . Friend, H., The effect of science and mathematics integration on selected seventh grade students' attitudes toward and achievement in science. School Science and Mathematics, 1985. 85(6): p. 453-461.
  • . Ross, J.A. and A. Hogaboam‐Gray, Integrating mathematics, science, and technology: effects on students. International Journal of Science Education, 1998. 20(9): p. 1119-1135.
  • . Foster, P., Must we MST? 1994.
  • . Project, T.f.A.A. and I.T.E. Association, Technology for all Americans: A rationale and structure for the study of technology. 1996: International Technology Education Association.
  • . Becker, K.H. and K. Park, Integrative Approaches among Science, Technology, Engineering, and Mathematics (STEM) Subjects on Students' Learning: A Meta-Analysis. Journal of STEM Education: Innovations and Research, 2011. 12: p. 23-37.
  • . Elliott, B., et al., The effect of an interdisciplinary algebra/science course on students' problem solving skills, critical thinking skills and attitudes towards mathematics. International Journal of Mathematical Education in Science and Technology, 2001. 32(6): p. 811-816.
  • . Yamak, H., Bulut, N. ve Dündar, S., The Impact of STEM Activities on 5th Grade Students’ Scientific Process Skills and Their Attitudes Towards Science. Gazi Eğitim Fakültesi Dergisi, 2014. 34(2): p. 249-265.
  • . Marulcu, İ. and K. Sungur, Fen bilgisi öğretmen adaylarının mühendis ve mühendislik algılarının ve yöntem olarak mühendislik-dizayna bakış açılarının incelenmesi. 2012.
  • . Bozkurt, E., Mühendislik Tasarım Temelli Fen Eğitiminin Fen Bilgisi Öğretmen Adaylarının Karar Verme Becerisi, Bilimsel Süreç Becerileri v.e Sürece Yönelik Algılarına Etkisi, in Eğitim Bilimleri Enstitüsü. 2014, Gazi Üniversitesi, : Ankara.
  • . Alliance, A., Afterschool: A vital partner in STEM education. 2011, Washington, DC: Author.
  • . Farrior, D., et al., Interdisciplinary Lively Application Projects in Calculus Courses. Journal of STEM Education: Innovations and Research, 2008. 8(3).

STEM Eğitim ve Mühendislik Uygulamalarının Fen Bilgisi Laboratuar Dersindeki Etkilerinin İncelenmesi

Year 2015, Volume: 2 Issue: 2, - 2, 06.06.2015

Bekir Yıldırım Yusuf Altun

Abstract

Bu araştırmada, STEM ve Mühendislik eğitimi hakkında bilgiler verilmiş ve STEM’in derslere entegrasyonu üzerinde durulmuştur. Diğer yandan, STEM Eğitimi ve Mühendislik uygulamaları ile ilgili araştırmayı desteklemek amacıyla, bir deneysel çalışma yapılmıştır. Bu araştırmanın çalışma grubunun, üniversite 3. sınıfta okuyan 83 Fen Bilgisi Öğretmen adayı oluşturmuştur. Bu öğrencilerin bir kısmı deney grubu, diğerleri ise kontrol grubu olarak yansız atama ile atanmıştır. Fen bilgisi laboratuar dersinde gerçekleştirilen çalışmada, deney grubunda STEM Eğitimi ve Mühendislik uygulamalarına göre ders işlenirken; kontrol grubunda ise dersler normal sürecinde devam etmiştir.  Söz konusu uygulama, yarı-deneysel bir çalışmaya dayalı olarak yürütülmüştür. Çalışma 2013-2014 güz dönemi boyunca uygulanmıştır. Uygulamadan önce konular ile ilgili olarak geçerliliği ve güvenirliği yapılmış olan öğrenme düzeyi testi uygulanmıştır. Uygulama sonucunda, STEM Eğitimi ve Mühendislik eğitimin uygulandığı deney grubu lehine anlamlı fark bulunmuştur. Bu sonuçlar doğrultusunda, STEM Eğitimi ve Mühendislik uygulamalarının öğrencilerin başarılarını geliştirmede etkili olduğu bulunmuştur.

Keywords

STEM Mühendislik Entegrasyon Başarı Yarı Deneysel Desen

References

  • . Yıldırım, B. and Y. Altun, STEM Eğitimi Üzerine Derleme Çalışması: Fen Bilimleri Alanında Örnek Ders Uygulanmaları. M. Riedler et al. (Ed.) in VI. International Congress of Education Research 2014: Hacettepe Üniversitesi.
  • . Gonzalez, H.B. and J.J. Kuenzi. Science, technology, engineering, and mathematics (STEM) education: A primer. 2012. Congressional Research Service, Library of Congress.
  • . Moomaw, S., Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. 2013: Redleaf Press.
  • . Yıldırım, B. and M. Selvi, Adaptation Of Stem Attitude Scale To Turkish, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 2015. 10(3), 1107-1120, ISSN: 1308-2140, www.turkishstudies.net, DOI Number: http://dx.doi.org/10.7827/TurkishStudies.7974, Ankara-Turkey.
  • . Scott, M.C., Technology Education for Children Council, Technology and Children. Elementary School Technology Education, 2009. 14(1): p. 3.
  • . Langdon, D., et al., STEM: Good Jobs Now and for the Future. ESA Issue Brief# 03-11. US Department of Commerce, 2011.
  • . Koonce, D.A., et al. What is STEM? in American Society for Engineering Education. 2011. American Society for Engineering Education.
  • . Zhou, J., What is STEM? 2010, Ohio University.
  • . Breckler, S.J., “S” is for Science. Science Directions, 2007. 38(8): p. 32.
  • . Price, M. Promoting psychology as a STEM Discipline. 2011 04.06.2014]; Available from: http://www.apa.org/monitor/2013/09/sd.aspx
  • . Association, A.P., Psychology as a core science, technology, engineering, and mathematics (STEM) discipline: Report of the American Psychological Association 2009 Presidential Task Force on the Future of Psychology as a STEM Discipline. 2010, Washington, DC: American Psychological Association.
  • . Yıldırım, B., STEM Eğitimi ve Türkiye, in IV. National Primary Education Student Congress. 2013: Nevşehir Hacı Bektaş University.
  • . Yıldırım, B., Amerika, AB Ülkeleri ve Türkiye’de STEM Eğitimi, in 22rd National Congress of Educational Sciences. 2013, Ulusal Eğitim Bilimleri Kurultayı Osmangazi Üniversitesi.
  • . Bybee, R.W., What is STEM education? Science, 2010. 329(5995): p. 996-996.
  • . Morrison, J., TIES STEM education monograph series, attributes of STEM education. Retrieved August, 2006. 19: p. 2013.
  • . Czerniak, C.M., et al., A literature review of science and mathematics integration. School Science and Mathematics, 1999. 99(8): p. 421-430.
  • . Beane, J.A., Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 1995: p. 616-622.
  • . Davison, D.M., K.W. Miller, and D.L. Metheny, What does integration of science and mathematics really mean? School Science and Mathematics, 1995. 95(5): p. 226-230.
  • . Huntley, M.A., Design and implementation of a framework for defining integrated mathematics and science education. School Science and Mathematics, 1998. 98(6): p. 320-327.
  • . Childress, V.W., Does integrating technology, science, and mathematics improve technological problem solving? A quasi-experiment. 1996.
  • . Jacobs, H.H., Interdisciplinary curriculum: Design and implementation. 1989: ERIC.
  • . Mathison, S. and M. Freeeman, The logic of interdisciplinary studies, in Annual Meeting of the American Educational Research Association. 1997: Chicago, IL.
  • . Mundfrom, D., Davis, D., Dickerson, L. and Briggs, K, Math and science together: a curriculum development project to improve student performance in mathematics and science, in Annual Meeting of the American Educational Research Association. 1996: New York.
  • . Berlin, D.F. and A.L. White, The Berlin‐White integrated science and mathematics model. School Science and Mathematics, 1994. 94(1): p. 2-4.
  • . Austin, J.D., J. Hirstein, and S. Walen, Integrated mathematics interfaced with science. School Science and Mathematics, 1997. 97(1): p. 45-49.
  • . Friend, H., The effect of science and mathematics integration on selected seventh grade students' attitudes toward and achievement in science. School Science and Mathematics, 1985. 85(6): p. 453-461.
  • . Ross, J.A. and A. Hogaboam‐Gray, Integrating mathematics, science, and technology: effects on students. International Journal of Science Education, 1998. 20(9): p. 1119-1135.
  • . Foster, P., Must we MST? 1994.
  • . Project, T.f.A.A. and I.T.E. Association, Technology for all Americans: A rationale and structure for the study of technology. 1996: International Technology Education Association.
  • . Becker, K.H. and K. Park, Integrative Approaches among Science, Technology, Engineering, and Mathematics (STEM) Subjects on Students' Learning: A Meta-Analysis. Journal of STEM Education: Innovations and Research, 2011. 12: p. 23-37.
  • . Elliott, B., et al., The effect of an interdisciplinary algebra/science course on students' problem solving skills, critical thinking skills and attitudes towards mathematics. International Journal of Mathematical Education in Science and Technology, 2001. 32(6): p. 811-816.
  • . Yamak, H., Bulut, N. ve Dündar, S., The Impact of STEM Activities on 5th Grade Students’ Scientific Process Skills and Their Attitudes Towards Science. Gazi Eğitim Fakültesi Dergisi, 2014. 34(2): p. 249-265.
  • . Marulcu, İ. and K. Sungur, Fen bilgisi öğretmen adaylarının mühendis ve mühendislik algılarının ve yöntem olarak mühendislik-dizayna bakış açılarının incelenmesi. 2012.
  • . Bozkurt, E., Mühendislik Tasarım Temelli Fen Eğitiminin Fen Bilgisi Öğretmen Adaylarının Karar Verme Becerisi, Bilimsel Süreç Becerileri v.e Sürece Yönelik Algılarına Etkisi, in Eğitim Bilimleri Enstitüsü. 2014, Gazi Üniversitesi, : Ankara.
  • . Alliance, A., Afterschool: A vital partner in STEM education. 2011, Washington, DC: Author.
  • . Farrior, D., et al., Interdisciplinary Lively Application Projects in Calculus Courses. Journal of STEM Education: Innovations and Research, 2008. 8(3).
There are 36 citations in total.

Details

Primary Language Turkish
Subjects Engineering
Journal Section Makaleler
Authors

Bekir Yıldırım

Yusuf Altun

Publication Date June 6, 2015
Submission Date June 6, 2015
Published in Issue Year 2015 Volume: 2 Issue: 2

Cite

IEEE B. Yıldırım and Y. Altun, “STEM Eğitim ve Mühendislik Uygulamalarının Fen Bilgisi Laboratuar Dersindeki Etkilerinin İncelenmesi”, ECJSE, vol. 2, no. 2, p. 2, 2015, doi: 10.31202/ecjse.67132.
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