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Erken Çocukluk Döneminde STEM Yaklaşımı

Year 2019, Volume 8, Issue 2, 18 - 41, 31.12.2019

Abstract

Çağlar boyu eğitim ile kazandırılması düşünülen bilgi, beceri ve tutumların içeriğinde değişmeler ve bu ögelerin öğretiminde farklılaşmalar meydana gelmiştir. İçinde bulunulan yüzyıl bireyleri için öngörülen eğitimsel hedeflerin bütüncül bir bakış açısıyla 21. Yüzyıl becerileri olarak adlandırılması ve bu yönde donanımlı vatandaşlar yetiştirmenin amaçlandığının ifade edilmesi yaygınlık kazanmaktadır. 21. Yüzyıl becerileriyle donanmış bireyler yetiştirmeyi hedefleyen eğitim anlayışlarından biri de disiplinlerarası yaklaşımlardır.

Disiplinlerarası yaklaşımlarla oluşturulan eğitimler, bir disiplin alanının diğer bir disiplin alanını tamamlayıcı ya da destekleyici işlevi yönüyle, son derece etkili olmaktadır. Fen bilimleri, Teknoloji, Mühendislik ve Matematik alanlarının amaç-süreç-çıktı açısından birlikte ele alınmasına dayanan ve özellikle 2000’li yıllardan itibaren bazı ülkelerin gündeminde ön sıralarda bulunan STEM (Science, Technology, Engineering, Math), bu yaklaşımlardan biridir. Bu yaklaşımın okul öncesi eğitimden ortaöğretim ve yükseköğretim seviyesine kadar yaygınlaştırılmasının gerekliliği vurgulanmaktadır.

Bu çalışma ile STEM yaklaşımının erken çocukluk eğitiminde kullanımına dikkat çekilmesi amaçlanmıştır. Bu amaçla şimdiye kadar dünyada ve Türkiye’de STEM konusunda yapılan araştırmalar derlenmiştir. Daha sonra okul öncesi eğitimde STEM yaklaşımının sonraki eğitim kademeleri için nasıl bir altyapı oluşturabileceği ve okul öncesi eğitime entegre edilebilirliği tartışılmıştır.

References

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  • Çevik, M. (2017). Content analysis of STEM-focused education research in Turkey. Journal of Turkish Science Education, 14(2), 12–26.
  • Çorlu, M. S., & Çallı. (2017). Stem Kuram ve Uygulamaları Fen, Teknoloji, Mühendislik ve Matematik Eğitimi Öğretmenler için Temel Kılavuz. İstanbul: Pusula Yayıncılık.
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STEM Approach in Early Childhood

Year 2019, Volume 8, Issue 2, 18 - 41, 31.12.2019

Abstract

Throughout the ages, there have been changes in the content of knowledge, skills and attitudes that are thought to be gained through education and there have been differences in teaching these elements. In the current century, it is common to name the educational goals for individuals as 21st century skills from a holistic point of view and to express the aim of raising qualified citizens in this direction is becomin widespread. In the current century, the view that the educational objectives foreseen for individuals is called as 21st century skills from a holistic point of view and that it is aimed to educate equipped citizens in this direction is becoming widespread. Interdisciplinary approaches are one of the educational approaches that aim to educate individuals equipped with 21st century skills.

Interdisciplinary approaches are highly effective in the sense that one discipline is complementary or supportive of another discipline. One of these approaches is STEM which has been in the forefront of the agenda of some countries since 2000s, which is based on the combination of science, technology, engineering and mathematics in terms of purpose-process-output. It is emphasized that this approach should be extended from pre-school education to secondary and higher education levels.

The aim of this study is to draw attention to the use of STEM approach in early childhood education. For this purpose, the research ever conducted on STEM in the world and in Turkey were compiled. Then, how the STEM approach in preschool education can form as an infrastructure for the next levels of education and its integration into preschool education is discussed.

References

  • Akgündüz, D. & Akpınar, B. C. (2018). Okul öncesi eğitiminde fen eğitimi temelinde gerçekleştirilen STEM uygulamalarının öğrenci, öğretmen ve veli açısından değerlendirilmesi. Yaşadıkça Eğitim, 32(1), 1–26.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., Özdemir, S. (2015). STEM Eğitimi Türkiye Raporu: Günün Modası mı Yoksa Gereksinim mi? İAÜ STEM Merkezi ve Eğitim Fakültesi, İstanbul.
  • Akgündüz, D., Ertepınar H., Ger M. A., Kaplan Sayı, A., Türk, Z. (2015). STEM Eğitimi Çalıştay Raporu Türkiye STEM Eğitimi Üzerine Kapsamlı Bir Değerlendirme. İAÜ STEM Merkezi ve Eğitim Fakültesi.
  • Altunel, M. (2018). STEM Eğitimi ve Türkiye: Fırsatlar ve Riskler. SETA Perspektif, 207, 1–7. Retrieved from https://setav.org/assets/uploads/2018/07/STEM_Eğitimi-1.pdf
  • Ata Aktürk, A., Demircan, H. özlen, Şenyurt, E., & Çetin, M. (2017). Turkish early childhood education curriculum from the perspective of STEM education: A document analysis. Journal of Turkish Science Education, 14(4), 16–34.
  • Aydın, E., Delice, A. (2007). Experiences of Mathematics Student Teachers in a Series of Science Experiments, 6th World Scientific and Engineering Academy and Society (WSEAS), International Conference on Education and Educational Technology. Venedik, İtalya.
  • Aydın, B. (2003). Bilgi toplumu oluşumunda bireylerin yetiştirilmesi ve matematik öğretimi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2 (14), 183-190.
  • Berkan, İ. (2014). “Temel Bilimlere İlgi Azalınca”. TÜSİAD Görüş Dergisi, S.85, İstanbul, s.28-32.
  • Bers, M., Seddighin, S., & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in Early Childhood Teacher Education. Journal of Technology and Teacher Education, 21(3), 355‐377.
  • Blackley, S., & Howell, J. (2015). A STEM Narrative: 15 Years in the Making. Australian Journal of Teacher Education, 40(40). https://doi.org/10.14221/ajte.2015v40n7.8
  • Bybee, R. W. (2010a). What is STEM Education? Science, 329(1), 996.
  • Bybee, R. W. (2010b). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70(1), 30-35.
  • Bybee, R. W. (2011). Scientific and Engineering Practices in k-12 Classrooms: Understanding "a Framework for k-12 Science Education". Science And Children, 49(4), 10-16.
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., Koehler, C. M. (2012). What is STEM? A Discussion About Conceptions of STEM in Education and Partnerships. School Science and Mathematics, 112(1), 3-11.
  • Cascio, E. U., Schanzenbach, D.W. (2013) The Impacts of Expanding Access to High-Quality Preschool Education. Brookings Papers on Economic Activity, 127-178.
  • Chesloff, J. D. (2013). Why STEM education must start in early childhood. Education Week, 32(23), 27–32.
  • Çevik, M. (2017). Content analysis of STEM-focused education research in Turkey. Journal of Turkish Science Education, 14(2), 12–26.
  • Çorlu, M. S., & Çallı. (2017). Stem Kuram ve Uygulamaları Fen, Teknoloji, Mühendislik ve Matematik Eğitimi Öğretmenler için Temel Kılavuz. İstanbul: Pusula Yayıncılık.
  • Daşdemir, İ., Cengiz, E., & Aksoy, E. (2018). Türkiye’de FeTeMM (STEM) Eğitimi Eğilim Araştırması. YYÜ Eğitim Fakültesi Dergisi, 15(1), 1161–1183.
  • Delice, A., Aydın, E., Derin, G., Yaşin, Ö. (2016). An investigation of the views on the integration of science technology and mathematics in a mathematics teacher education program. Boğaziçi University Journal of Education. 32(1), 3-15.
  • Demirel, Ö. (2010). Öğretme sanatı. Ankara: Pegem Akademi Yayıncılık.
  • Derin, G. Yaşin, Ö, Aydin, E., Delice, A. (2014). Matematik, Fen, ve Teknoloji Eğitiminin Bütünleştirilmesi Ölçeği'nin Türkiye Örneklemine Uyarlanması, XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Adana. Türkiye.
  • Dinçer, H. (2014). “STEM Eğitimi ve İşgücü: Bilgi Ekonomisinin Olmazsa Olmazı”. TÜSİAD Görüş Dergisi, S.85, İstanbul, s.10-12.
  • Durland, G., Karatas, F. O., & Bodner, G. M. (2009). Pre-service teachers’ beliefs about the relationship between basic chemistry concepts, the “real world,” and their occupation. In ESERA (pp. 85–89). İstanbul: ESERA Publications. Retrieved from https://www.dropbox.com/s/81fwn904f7u3v6s/Book2.pdf?dl=0
  • Education to Innovate (2009). Remarks by The President on The “Education to Innovate” Campaign. Retrieved from http://www.whitehouse.gov/thepress-office/president-obama-launches-educate-innovate-campaignexcellence-science-technology-en
  • Eryılmaz, S., Uluyol, Ç. (2015). 21. yüzyıl becerileri ışığında Fatih projesi değerlendirmesi. Gazi Eğitim Fakültesi Dergisi, 35(2), 209-229.
  • Gonzalez, M., & Freyer, C. (2014). A Collaborative Initiative: STEM and Universally Designed Curriculum for At-Risk Preschoolers. National Teacher Education Journal, 7(3), 21–29.
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Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Özgül POLAT
MARMARA ÜNİVERSİTESİ, ATATÜRK EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ, OKUL ÖNCESİ EĞİTİMİ ANABİLİM DALI
0000-0001-7426-5771
Türkiye


Musa BARDAK (Primary Author)
İSTANBUL SABAHATTİN ZAİM ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ, OKUL ÖNCESİ EĞİTİMİ ANABİLİM DALI
0000-0001-5585-8002
Türkiye

Publication Date December 31, 2019
Published in Issue Year 2019, Volume 8, Issue 2

Cite

Bibtex @review { ijssresearch608627, journal = {International Journal of Social Science Research}, issn = {}, eissn = {2146-8257}, address = {ijssresearch@gmail.com}, publisher = {Şahin ORUÇ}, year = {2019}, volume = {8}, pages = {18 - 41}, doi = {}, title = {Erken Çocukluk Döneminde STEM Yaklaşımı}, key = {cite}, author = {Polat, Özgül and Bardak, Musa} }
APA Polat, Ö. & Bardak, M. (2019). Erken Çocukluk Döneminde STEM Yaklaşımı . International Journal of Social Science Research , 8 (2) , 18-41 . Retrieved from https://dergipark.org.tr/en/pub/ijssresearch/issue/51160/608627
MLA Polat, Ö. , Bardak, M. "Erken Çocukluk Döneminde STEM Yaklaşımı" . International Journal of Social Science Research 8 (2019 ): 18-41 <https://dergipark.org.tr/en/pub/ijssresearch/issue/51160/608627>
Chicago Polat, Ö. , Bardak, M. "Erken Çocukluk Döneminde STEM Yaklaşımı". International Journal of Social Science Research 8 (2019 ): 18-41
RIS TY - JOUR T1 - Erken Çocukluk Döneminde STEM Yaklaşımı AU - Özgül Polat , Musa Bardak Y1 - 2019 PY - 2019 N1 - DO - T2 - International Journal of Social Science Research JF - Journal JO - JOR SP - 18 EP - 41 VL - 8 IS - 2 SN - -2146-8257 M3 - UR - Y2 - 2019 ER -
EndNote %0 International Journal of Social Science Research Erken Çocukluk Döneminde STEM Yaklaşımı %A Özgül Polat , Musa Bardak %T Erken Çocukluk Döneminde STEM Yaklaşımı %D 2019 %J International Journal of Social Science Research %P -2146-8257 %V 8 %N 2 %R %U
ISNAD Polat, Özgül , Bardak, Musa . "Erken Çocukluk Döneminde STEM Yaklaşımı". International Journal of Social Science Research 8 / 2 (December 2019): 18-41 .
AMA Polat Ö. , Bardak M. Erken Çocukluk Döneminde STEM Yaklaşımı. International Journal of Social Science Research. 2019; 8(2): 18-41.
Vancouver Polat Ö. , Bardak M. Erken Çocukluk Döneminde STEM Yaklaşımı. International Journal of Social Science Research. 2019; 8(2): 18-41.
IEEE Ö. Polat and M. Bardak , "Erken Çocukluk Döneminde STEM Yaklaşımı", International Journal of Social Science Research, vol. 8, no. 2, pp. 18-41, Dec. 2020