Üstün Yetenekli Öğrencilerin Çevre Dostu STEM Projeleri Tasarımı

Year 2019, Volume: 7 Issue: 4, 1553 - 1570, 31.10.2019

Engin Karahan , Ayçin Ünal

Abstract

Bu çalışmanın amacı üstün yetenekli öğrencilerin gerçek dünya problemi bağlamında sunulan
STEM odaklı projeler tasarlama sürecindeki deneyimlerini incelemektir. İç içe geçmiş tek durum
deseninin kullanıldığı bu araştırmada Bilim ve Sanat Merkezinde öğrenim gören 3-4 ve 5-6. sınıf
seviyesindeki üstün yetenekli öğrencilerin STEM odaklı çevre dostu projeler tasarlama sürecinde
kullandıkları stratejiler ve deneyimleri ortaya konulmaktadır. Çalışmanın katılımcılarını Bilim ve
Sanat Merkezindeki 3-4. ve 5-6. sınıf seviyesinde öğrenim gören 17 öğrenci oluşturmaktadır.
Araştırma kapsamında toplanan verileri video ve ses kayıtları, öğrencilerin tasarım ürünleri, açık
uçlu bireysel ve grup değerlendirmeleri ve öğretmen günlükleri oluşturmaktadır. Verilerin
analizinde içerik analizi uygulanmıştır. Çalışmanın bulguları, öğrencilere kişisel ya da bağlamsal
olarak anlamlı otantik STEM öğrenme deneyimleri sunulması durumunda, problem senaryosunda
sunulan kriterleri ve kısıtlamaların yanı sıra finansal ve çevresel perspektifleri incelemelerini
sağlayan eleştirel bir düşünme eğilimi benimseyebildiklerini göstermiştir.

Keywords

STEM eğitimi, üstün yetenekliler, mühendislik tasarım, çevre eğitimi, durum çalışması

Gifted Students Designing Eco-Friendly STEM Projects

Abstract

This study aims to investigate the experiences of gifted students while designing a
STEM-based environmental project within a real-world context. The study employed a single case
study with embedded units design in order to investigate the strategies that gifted students exploited
in designing their STEM Projects, as well as their experiences in the actual design process. The data
collected in the current study were in the form of video recordings, audio recordings, student
artifacts, individual and group assessment forms with open-ended questions, and the teacher’s
journal. The participants of the current study involved 17 students from 3-4th and 5-6th grade science
classes at a Science and Arts Center. The analysis of the data was achieved using content analysis.
The findings indicated that when students were presented authentic STEM learning experiences that
involve personally or contextually meaningful content, they adopt a critical thinking disposition that
allowed them to investigate the criteria and constraints presented in the problem scenario, as well as
the financial and environmental perspectives.

Keywords

STEM education, gifted students, engineering design, environmental education, case study

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