The Effect of STEM and STEM-Based Robotics Activities on Constructive Learning Environments Opinions of Teacher Candidates

Abstract

The aim of this study is to examine the effects of STEM and STEM-based robotic activities on constructivist learning environments in pre-service science teachers. The sample of this study, which was conducted in the 2018-2019 academic year, consists of 31 teacher candidates studying at the Faculty of Education, Department of Science Education. Mixed method was used in the study. A weak experimental design was used in the collection of quantitative data. In the research, "Constructivist Learning Environment Scale" was used in order to collect quantitative data. In addition, an open-ended "semi-constructivist interview form" created by the researcher was used to obtain qualitative data. Quantitative data was paired sample t-test, qualitative data was used content analysis method. According to the findings obtained in the study, it was observed that the effect of STEM-based robotic coding activities of science teacher candidates on their views of constructivist learning environments showed a significant difference when their pretest-posttest scores were compared. According to the qualitative data, it was observed that while the teacher candidates were doing STEM activities, their perspective on the events, the responsibilities they took with the methods and techniques they applied, and their associations with real life were observed to have a positive effect.

Keywords

• Robotic activity
• STEM
• constructivist learning.

STEM ve STEM Temelli Robotik Etkinliklerinin Öğretmen Adaylarının Yapılandırmacı Öğrenme Ortamları Görüşlerine Etkisi

Öz

Bu araştırmanın amacı fen bilgisi öğretmen adaylarında STEM ve STEM temelli robotik etkinliklerinin yapılandırmacı öğrenme ortamları görüşlerine etkisinin incelenmesidir. 2018-2019 akademik yılında gerçekleştirilen bu çalışmanın örneklemi Eğitim Fakültesi Fen Bilgisi Öğretmenliği Bölümünde öğrenim gören 31 öğretmen adayından oluşmaktadır. Araştırmada karma yöntem kullanılmıştır. Nicel verilerin toplanmasında zayıf deneysel desen kullanılmıştır. Araştırmada nicel verilerin toplanması amacıyla “yapılandırmacı öğrenme ortamı ölçeği” kullanılmıştır. Ayrıca nitel verilerin elde edilmesinde araştırmacı tarafından oluşturulan açık uçlu “yarı yapılandırmacı mülakat formu” kullanılmıştır. Nicel veriler paired sample t-testi, nitel veriler ise içerik analizi yöntemi kullanılmıştır. Araştırmada elde edilen bulgulara göre fen bilgisi öğretmen adaylarının STEM temelli robotik kodlama etkinliklerinin yapılandırmacı öğrenme ortamları görüşlerine etkisi öntest-sontest puanları karşılaştırıldığında anlamlı bir farklılık gösterdiği gözlemlenmiştir. Nitel verilere göre ise öğretmen adayları STEM etkinliklerini yaparken olaylara bakış açıları, uyguladıkları yöntem-teknikler ile aldıkları sorumlulukların ve gerçek hayatla ilişkilendirmelerinde olumlu etki oluşturduğu gözlenmiştir.

Anahtar Kelimeler

• Robotik etkinlik
• STEM
• yapılandırmacı öğrenme.

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