STEM Eğitimi Alan ve Almayan Öğretmen Adaylarının Epistemolojik İnançları Bağlamında STEM Eğitimine Yönelik Görüş ve Önerileri

Abstract

Bu çalışmanın amacı, epistemolojik inançları bağlamında STEM eğitimi alan ve almayan öğretmen adaylarının STEM eğitimine yönelik görüşlerini incelemektir. Temel nitel araştırma deseninin izlendiği çalışmanın katılımcıları, sınıf ve ilköğretim matematik öğretmenliği programlarına devam etmekte olan 24 gönüllü öğretmen adayıdır. Veriler, kişisel bilgiler, bilginin doğasına yönelik inançlar ve STEM eğitimine yönelik görüş ve önerilere yönelik açık uçlu soruları kapsayan veri toplama aracı ile toplanmış, içerik analizine tabi tutulmuştur. İçerik analizi sonunda STEM eğitimi alan ve bilginin yapısı bakımından gelişmiş inançlara sahip öğretmen adaylarının STEM eğitimine yönelik görüş ve önerilerinin daha fazla olduğu ve STEM eğitimi alan öğretmen adaylarının gelecekte sınıfında STEM etkinliklerine daha fazla yer verme niyetinde olduğu görülmüştür.

Keywords

• STEM eğitimi
• Epistemolojik inançlar
• Öğretmen adayları

The Views and Recommendations of STEM Educated and Non-STEM Educated Prospective Teachers on STEM Education with regard to their Epistemological Beliefs

Abstract

The aim of this study is to examine the views of STEM educated and non-STEM educated prospective teachers on STEM education with regard to their epistemological beliefs. The participants of the study, which is a basic qualitative research, consist of 24 voluntary prospective teachers enrolled in elementary mathematics education and primary teacher education programs. Data were collected through a data collection tool comprising demographic information, beliefs about the nature of knowledge, and open-ended questions about views and recommendations regarding STEM education and subjected to content analysis. At the end of the content analysis, it was observed that STEM educated prospective teachers with sophisticated beliefs about the structure of knowledge had more views and recommendations regarding STEM education and intended to incorporate more STEM activities in their classrooms in the future.

Keywords

• STEM education
• epistemological beliefs
• Prospective teachers

References

1. Adebusuyi, O. F., Bamidele, E. F., & Adebusuyi, A. S. (2022). The role of knowledge and epistemological beliefs in chemistry teachers STEM professional development and instructional practices: Examination of STEM-integrated classrooms. European Journal of Science and Mathematics Education, 10(2), 243-255. https://doi.org/10.30935/scimath/11799.
2. Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu. Scala Basım.
3. Aydın, G. (2020). Prerequisites for elementary school teachers before practicing STEM education with students: A case study. Eurasian Journal of Educational Research, 20(88), 1-40. https://dergipark.org.tr/en/download/article-file/1359969.
4. Barak, M. (2014). Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers. Journal of Science Education and Technology, 23(1), 1-14. https://doi.org/10.1007/s10956-013-9446-8.
5. Buehl, M. M., & Fives, H. (2009). Exploring teachers' beliefs about teaching knowledge: Where does it come from? Does it change?. The Journal of Experimental Education, 77(4), 367-408. https://doi.org/10.3200/JEXE.77.4.367-408.
6. Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Eğitim ve Bilim, 39(171), 74-85. https://egitimvebilim.ted.org.tr/index.php/EB/article/view/2142/651
7. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage publications, Inc.
8. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications, Inc.

9. Çetin, A., & Balta, N. (2017). Pre-service science teachers’ views on STEM materials and STEM competition in instructional technologies and material development course. European Journal of Educational Research, 6(3), 279-288. https://doi.org/10.12973/eu-jer.6.3.279
10. Çorlu, M. S. (2012). A pathway to STEM education: Investigating pre-service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science [Doctoral dissertation, Texas A&M University]. http://oaktrust.library.tamu.edu/bitstream/handle/1969.1/ETD-TAMU-2012-05-10839/CORLUDISSERTATION.pdf?sequence=2
11. DeJarnette, N. (2012). America's children: Providing early exposure to STEM (Science, Technology, Engineering and Math) initiatives. Education, 133(1), 77–84. https://www.ingentaconnect.com/content/prin/ed/2012/00000133/00000001/art00008
12. Elby, A., Macrander, C., & Hammer, D. (2016). Epistemic cognition in science. In Handbook of epistemic cognition (pp. 113-127). Routledge.
13. Ferguson, L. E., & Brownlee, J. L. (2018). An investigation of preservice teachers' beliefs about the certainty of teaching knowledge. Australian Journal of Teacher Education (Online), 43(1), 94-111. https://doi.org/10.14221/ajte.2018v43n1.6
14. Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology, 110(8), 1084. https://doi.org/10.1037/edu0000263
15. Günbatar, M. S., & Bakırcı, H. (2019). STEM teaching intention and computational thinking skills of pre-service teachers. Education and Information Technologies, 24(2), 1615-1629. https://doi.org/10.1007/s10639-018-9849-5
16. Gürbüz, S., & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri. Felsefe-Yöntem-Analiz (5. baskı). Seçkin Yayıncılık.
17. Güven, G. (2013). Fen ve teknoloji laboratuvar uygulamalarında sınıf öğretmeni adaylarının yansıtıcı günlük yazım ve epistemolojik inançlarının incelenmesi (Tez No. 327571) [Yüksek Lisans Tezi]. Muğla Sıtkı Koçman Üniversitesi, Muğla. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
18. Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-63. https://doi.org/10.1002/(SICI)1098-2736(199601)33:1<47::AID-TEA3>3.0.CO;2-P
19. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140. https://doi.org/10.3102/00346543067001088
20. Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education status, prospects, and an agenda for research. National Academies Press.
21. Jerald, C. D. (2009). Defining a 21st century education. The Center for Public Education.
22. Johnson, T. M., Byrd, K. O., & Allison, E. R. (2021). The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach. School Science and Mathematics, 121(1), 25-35. https://doi.org/10.1111/ssm.12443
23. Karisan, D., Macalalag, A., & Johnson, J. (2019). The effect of methods course on preservice teachers’ awareness and intentions of teaching science, technology, engineering, and mathematics (STEM) subjects. International Journal of Research in Education and Science (IJRES), 5(1), 22-35. https://files.eric.ed.gov/fulltext/EJ1198055.pdf
24. Kvale, S. (1996). Interviews: An introduction qualitative research interviewing. Sage Publications, Inc.
25. Lederman, N. G., & Lederman, J. S. (2013). Is it STEM or “S & M” that we truly love?. Journal of Science Teacher Education, 24(8), 1237-1240. https://doi.org/10.1007/s10972-013-9370-z
26. Lincoln, Y. S., & Guba, E. A. (1985). Naturalistic inquiry. Sage Publications, Inc.
27. Lunn-Brownlee, J., Ferguson, L. E., & Ryan, M. (2017). Changing teachers' epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242-252. https://doi.org/10.1080/00461520.2017.1333430
28. Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (1. baskı). (S. Turan. Çev. Ed.). Nobel. (Orijinal basım tarihi 2009).
29. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Sage Publications, Inc.
30. National Research Council. (2011). Successful K-12 STEM Education: Identifying effective approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
31. Partnership for 21st Century Skills (P21). (2019). Framework for 21st century learning. Battlee for Kids. https://www.battelleforkids.org/wp-content/uploads/2023/11/P21_Framework_Brief.pdf
32. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Holt, Rinehart and Winston.
33. Rinke, C. R., Gladstone‐Brown, W., Kinlaw, C. R., & Cappiello, J. (2016). Characterizing STEM teacher education: Affordances and constraints of explicit STEM preparation for elementary teachers. School Science and Mathematics, 116(6), 300-309. https://doi.org/10.1111/ssm.12185
34. Schmidt, M., & Fulton, L. (2016). Transforming a traditional inquiry-based science unit into a STEM unit for elementary pre-service teachers: A view from the trenches. Journal of Science Education and Technology, 25(2), 302-315. https://doi.org/10.1007/s10956-015-9594-0
35. Schommer, M. (1990). The effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. https://doi.org/10.1037/0022-0663.82.3.498
36. Schraw, G., J. Brownlee, & D. Berthelsen (2011). Teachers’ Personal Epistemologies and Teacher Education: Emergent Themes and Future Research. In Personal Epistemology and Teacher Education, edited by J. Brownlee, G. Schraw, and D. Berthelsen, 265–282. Routledge.
37. Shahali, E. H., Halim, L., Rasul, S., Osman, K., Ikhsan, Z., & Rahim, F. (2015). Bitara-Stemtm training of trainers’ programme: Impact on trainers’ knowledge, beliefs, attitudes and efficacy towards integrated STEM teaching. Journal of Baltic Science Education, 14(1), 85-95. https://doi.org/10.33225/jbse/15.14.85.
38. Tanase, M., & Wang, J. (2010). Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers. Teaching and Teacher Education, 26(6), 1238-1248. https://doi.org/10.1016/j.tate.2010.02.009
39. Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications, Inc.
40. Wang, H. (2012). A New era of science education: science teachers’ perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration. [Doctoral dissertation]. University of Minnesota. https://www.proquest.com/docview/922637122?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses
41. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (Genişletilmiş 10. baskı). Seçkin Yayıncılık.
42. Yıldırım, B., & Türk, C. (2018). Sınıf öğretmeni adaylarının STEM eğitimine yönelik görüşleri: uygulamalı bir çalışma. Trakya Eğitim Dergisi, (8)2. 195-213. https://doi.org/10.24315/trkefd.310112