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An Investigation on Various Countries’ STEM Education Policies and Implications for Turkey

Year 2021, Volume: 23 Issue: 1, 82 - 105, 30.04.2021
https://doi.org/10.17556/erziefd.669988

Abstract

The contribution of education to the development of societies is recognized by many educators and politicians. However, the contribution of education to the development level of a society is related to the quality of education offered in that society. In other words, quality is of great importance for education to fulfill its function in social development. The role of STEM education in the training of qualified 21st century citizens and meeting the demand of qualified employees in the business world has brought the country's to update their education systems. Many countries have combined the work of education ministries and government agencies, business and industry, professional organizations, science centers, community organizations and third-level institutions and established nationwide STEM policies. In this study, the state of STEM policy documents of United States of America, Australia, the United Kingdom and Ireland were examined. According to the results obtained from this study, it’s possible to state that Turkey’s culture, academic programs, the budget allocated for education, other support mechanisms etc. differ from these countries. In a STEM policy to be identified for Turkey, efforts from other ministries, industry, business and the contributions of civil society organizations will be needed aside from Ministry of Education’s efforts. Suggestions were also provided for possible STEM policies to be identified for Turkey.

References

  • Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. DOI: 10.1126/science.1194998.
  • Cole, M. (2012). Consultant report securing Australia’s future STEM: Country comparisons. [Çevrimiçi: https://acola.org.au/wp/PDF/SAF02Consultants/Consultant%20Report-%20Literature%20review%20Identity.pdf, Erişim Tarihi: 11.03.2018.]
  • Çorlu, M. A., Adıgüzel, T., Ayar, M. C., Çorlu, M. S., & Özel, S. (2012). Bilim, teknoloji, mühendislik ve matematik (BTMM) eğitimi: disiplinler arası çalışmalar ve etkileşimler. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulmuş bildiri, Niğde.
  • Department for Employment and Learning (DELNI). (2011). Success through STEM: STEM strategy: In response to the ‘Report of the STEM Review. Helping to empower future generations through science, technology, engineering and mathematics to grow a dynamic, innovative economy. [Çevrimiçi: http://dera.ioe.ac.uk/10407/, Erişim Tarihi: 11.03.2018.]
  • Department of Education and Skills (2017). STEM education policy statement. 2017-2026. [Çevrimiçi: https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-policy-statement-2017-2026-.pdf, Erişim Tarihi: 11.03.2018.]
  • Department of Education, Training and the Arts (2007). Towards a 10-year plan for science, technology, engineering and mathematics (STEM) education and skills in Queensland: Discussion paper. Queensland Government, Brisbane.
  • Department of Further Education, Employment, Science and Technology. (2004). Shaping the Future – STI10: A 10-Year Vision for Science, Technology and Innovation in South Australia. South Australian Government, Adelaide. [Çevrimiçi: http://www.dfeest.sa.gov.au/Portals/1/Documents/science/STEM_Skills_Strategy_for_South_Australia.pdf. Erişim Tarihi: 11.03.2018.]
  • Dugger, W. E. (2010). Evolution of STEM in the United States. In 6th Biennial International Conference on Technology Education Research in Australia. [Çevrimiçi: http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf, Erişim Tarihi: 16.09.2018.]
  • Freeman, B. (2013). Science, mathematics, engineering and technology (STEM) in Australia: Practice, policy and programs. Australian Council of Learned Academies, Melbourne.
  • Garnett, P.J., Parker, L., Robson, A., Owens, R., Chennell, K., Cook, C., & Brien, A. (2006). Creating a future with science (Final Report). Western Australian Science Council, Science Education.
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
  • Holdren, J. P., Marrett, C., & Suresh, S. (2013). Federal science, technology, engineering, and mathematics (STEM) education. 5 Year strategic plan. National Science and Technology Council: Committee on STEM Education. USA.
  • Hoyle, P. (2016). Must try harder: An evaluation of the UK government’s policy directions in STEM education. Paper presented at the ACER Research Conference 2016: Improving STEM Learning: What will it take?
  • Karasar, N. (1999). Bilimsel araştırma yöntemi. Nobel Yayınları, Ankara.
  • Larson, L., & Novak, K. (2002). Systems, states' K-16 education. Minnesota: Minnesota House of Representatives Research Department.
  • Marrero, M. E., Gunning, A. M., & Germain-Williams, T. (2014). What is STEM education? Global Education Review, 1(4).
  • Magg4. (2019). Üreten Ankara festivali. [Çevrimiçi: https://magg4.com/ankara-ureten-festivali/, Erişim Tarihi: 18.10.2019.]
  • MEB (2016b). TIMSS 2015 ulusal matematik ve fen bilimleri ön raporu. 4. ve 8. sınıflar. Milli Eğitim Bakanlığı, Ankara.
  • National Science and Technology Council (2018). Charting a course for success: Amerıca’s strategy for STEM education. [Çevrimiçi: https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf, Erişim tarihi: 29.11.2019.]
  • Obamawhitehouse (2013). STEM for all. [Çevrimiçi: https://obamawhitehouse.archives.gov/blog/2016/02/11/stem-all, Erişim Tarihi: 01.06.2018.]
  • Queensland Government (2005). Smart women – smart state science. Engineering and Technology Action Plan (2006–2009). Queensland Government, Brisbane. Australia.
  • Science Education Committee (2011). Productive partnerships: Advancing STEM education in Western Australian schools. TIAC.
  • SEC (2011). Productive partnerships: Advancing STEM education in Western Australian schools. [Çevrimiçi: http://www.tiac.wa.gov.au/Files/TIAC-Current-Publications/Science-Education-Committee-first-research-report.aspx, Erişim Tarihi: 01.06.2018.]
  • Statistic Times. (2018). List of countries by projected GDP. [Çevrimiçi: http://statisticstimes.com/economy/countries-by-projected-gdp.php, Erişim tarihi: 29.10.2018.]
  • Stem&Makers. (2019). STEM & Makers Fest/Expo. [Çevrimiçi: https://stemandmakers.org/, Erişim tarihi: 18.10.2019.]
  • Tezel, Ö., & Yaman, H. (2017). FeTeMM eğitimine yönelik Türkiye’de yapılan çalışmalardan bir derleme. Eğitim ve Öğretim Araştırmaları Dergisi, 6(1), 135-145.
  • Working Group (2011). Productive partnerships: Advancing STEM education in Western Australian schools. TIAC.
  • Yıldırım, B., & Altun, Y. (2015). STEM eğitim ve mühendislik uygulamalarının fen bilgisi laboratuar dersindeki etkilerinin incelenmesi. El-Cezeri Journal of Science and Engineering, 2(2), 28-40.

Farklı Ülkelerin STEM Eğitimi Politikalarının İncelenmesi ve Türkiye İçin Çıkarımlar

Year 2021, Volume: 23 Issue: 1, 82 - 105, 30.04.2021
https://doi.org/10.17556/erziefd.669988

Abstract

Toplumların gelişmesinde eğitimin katkısı günümüzde birçok eğitimci ve politikacı tarafından kabul gören bir gerçektir. Öte yandan eğitimin bir toplumun gelişmişlik düzeyine katkısı o toplumda sunulan eğitimin niteliği ile ilişkilidir. Başka bir ifadeyle eğitimin toplumsal gelişmedeki işlevini yerine getirebilmesinde nitelik büyük önem arz etmektedir. Nitelikli 21. yüzyıl becerilerine sahip vatandaşların yetiştirilmesinde ve iş dünyasının nitelikli çalışan talebinin karşılanmasında FeTeMM (STEM) eğitiminin önemli bir rolünün olduğu ifade edilmektedir. FeTeMM (STEM) eğitiminin bu etkisi nedeniyle çeşitli ülkeler eğitim sistemlerini güncelleme çabasına girişmişlerdir. Bu doğrultuda birçok ülke, eğitim bakanlığının öncülüğünde; çeşitli kamu kurum ve ajansları, iş dünyası, çeşitli meslek kuruluşları, bilim merkezleri ve konuyla ilgili birtakım diğer kuruluşların çalışmalarını da bir araya getirerek ülke çapında izlenen FeTeMM politikaları oluşturmuşlardır. Bu çalışmada ulusal bir STEM eğitim politikası izleyen ABD, Avustralya, Birleşik Krallık ve İrlanda gibi ülkelerin FeTeMM politika belgeleri incelenmiştir. Çalışmadan elde edilen sonuçlara göre Türkiye’nin, kültürü, öğretim programları, eğitime ayrılan bütçe, diğer destek mekanizmaları, vb. açılardan STEM politikaları incelenen bu ülkelerden farklı yapılara sahip olduğu söylenebilir. Türkiye için belirlenmesi olası bir STEM politikasında Milli Eğitim Bakanlığının çabalarının yanı sıra diğer bakanlıklar, Türk endüstrisi, iş dünyası ve ilgili sivil toplum kuruluşlarının da katkılarına gereksinim duyulacağı, ulaşılan sonuçlar arasındadır. Bu çalışmada ayrıca Türkiye için olası STEM politikalarının belirlenmesine yönelik bazı önerilerde bulunulmuştur.

References

  • Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. DOI: 10.1126/science.1194998.
  • Cole, M. (2012). Consultant report securing Australia’s future STEM: Country comparisons. [Çevrimiçi: https://acola.org.au/wp/PDF/SAF02Consultants/Consultant%20Report-%20Literature%20review%20Identity.pdf, Erişim Tarihi: 11.03.2018.]
  • Çorlu, M. A., Adıgüzel, T., Ayar, M. C., Çorlu, M. S., & Özel, S. (2012). Bilim, teknoloji, mühendislik ve matematik (BTMM) eğitimi: disiplinler arası çalışmalar ve etkileşimler. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulmuş bildiri, Niğde.
  • Department for Employment and Learning (DELNI). (2011). Success through STEM: STEM strategy: In response to the ‘Report of the STEM Review. Helping to empower future generations through science, technology, engineering and mathematics to grow a dynamic, innovative economy. [Çevrimiçi: http://dera.ioe.ac.uk/10407/, Erişim Tarihi: 11.03.2018.]
  • Department of Education and Skills (2017). STEM education policy statement. 2017-2026. [Çevrimiçi: https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-policy-statement-2017-2026-.pdf, Erişim Tarihi: 11.03.2018.]
  • Department of Education, Training and the Arts (2007). Towards a 10-year plan for science, technology, engineering and mathematics (STEM) education and skills in Queensland: Discussion paper. Queensland Government, Brisbane.
  • Department of Further Education, Employment, Science and Technology. (2004). Shaping the Future – STI10: A 10-Year Vision for Science, Technology and Innovation in South Australia. South Australian Government, Adelaide. [Çevrimiçi: http://www.dfeest.sa.gov.au/Portals/1/Documents/science/STEM_Skills_Strategy_for_South_Australia.pdf. Erişim Tarihi: 11.03.2018.]
  • Dugger, W. E. (2010). Evolution of STEM in the United States. In 6th Biennial International Conference on Technology Education Research in Australia. [Çevrimiçi: http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf, Erişim Tarihi: 16.09.2018.]
  • Freeman, B. (2013). Science, mathematics, engineering and technology (STEM) in Australia: Practice, policy and programs. Australian Council of Learned Academies, Melbourne.
  • Garnett, P.J., Parker, L., Robson, A., Owens, R., Chennell, K., Cook, C., & Brien, A. (2006). Creating a future with science (Final Report). Western Australian Science Council, Science Education.
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
  • Holdren, J. P., Marrett, C., & Suresh, S. (2013). Federal science, technology, engineering, and mathematics (STEM) education. 5 Year strategic plan. National Science and Technology Council: Committee on STEM Education. USA.
  • Hoyle, P. (2016). Must try harder: An evaluation of the UK government’s policy directions in STEM education. Paper presented at the ACER Research Conference 2016: Improving STEM Learning: What will it take?
  • Karasar, N. (1999). Bilimsel araştırma yöntemi. Nobel Yayınları, Ankara.
  • Larson, L., & Novak, K. (2002). Systems, states' K-16 education. Minnesota: Minnesota House of Representatives Research Department.
  • Marrero, M. E., Gunning, A. M., & Germain-Williams, T. (2014). What is STEM education? Global Education Review, 1(4).
  • Magg4. (2019). Üreten Ankara festivali. [Çevrimiçi: https://magg4.com/ankara-ureten-festivali/, Erişim Tarihi: 18.10.2019.]
  • MEB (2016b). TIMSS 2015 ulusal matematik ve fen bilimleri ön raporu. 4. ve 8. sınıflar. Milli Eğitim Bakanlığı, Ankara.
  • National Science and Technology Council (2018). Charting a course for success: Amerıca’s strategy for STEM education. [Çevrimiçi: https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf, Erişim tarihi: 29.11.2019.]
  • Obamawhitehouse (2013). STEM for all. [Çevrimiçi: https://obamawhitehouse.archives.gov/blog/2016/02/11/stem-all, Erişim Tarihi: 01.06.2018.]
  • Queensland Government (2005). Smart women – smart state science. Engineering and Technology Action Plan (2006–2009). Queensland Government, Brisbane. Australia.
  • Science Education Committee (2011). Productive partnerships: Advancing STEM education in Western Australian schools. TIAC.
  • SEC (2011). Productive partnerships: Advancing STEM education in Western Australian schools. [Çevrimiçi: http://www.tiac.wa.gov.au/Files/TIAC-Current-Publications/Science-Education-Committee-first-research-report.aspx, Erişim Tarihi: 01.06.2018.]
  • Statistic Times. (2018). List of countries by projected GDP. [Çevrimiçi: http://statisticstimes.com/economy/countries-by-projected-gdp.php, Erişim tarihi: 29.10.2018.]
  • Stem&Makers. (2019). STEM & Makers Fest/Expo. [Çevrimiçi: https://stemandmakers.org/, Erişim tarihi: 18.10.2019.]
  • Tezel, Ö., & Yaman, H. (2017). FeTeMM eğitimine yönelik Türkiye’de yapılan çalışmalardan bir derleme. Eğitim ve Öğretim Araştırmaları Dergisi, 6(1), 135-145.
  • Working Group (2011). Productive partnerships: Advancing STEM education in Western Australian schools. TIAC.
  • Yıldırım, B., & Altun, Y. (2015). STEM eğitim ve mühendislik uygulamalarının fen bilgisi laboratuar dersindeki etkilerinin incelenmesi. El-Cezeri Journal of Science and Engineering, 2(2), 28-40.
There are 28 citations in total.

Details

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

Kerem Ay 0000-0002-6759-9965

Süleyman Sadi Seferoğlu 0000-0002-5010-484X

Publication Date April 30, 2021
Acceptance Date September 28, 2020
Published in Issue Year 2021 Volume: 23 Issue: 1

Cite

APA Ay, K., & Seferoğlu, S. S. (2021). Farklı Ülkelerin STEM Eğitimi Politikalarının İncelenmesi ve Türkiye İçin Çıkarımlar. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 82-105. https://doi.org/10.17556/erziefd.669988