The Effect of STEM Activities on the Scientific Inquiry Skills of Pre-service Primary School Teachers

Abstract

In this research it is aimed to examine the effects of STEM-based activities on pre-service primary school teachers’ scientific inquiry skills, conducted in a science education course of third year undergraduate students. A mixed research method, combining pretest posttest single group design and semi-structured interviews guided the study. Participants of the study consist of 47 pre-service primary school teachers in a state university. The activities implemented with third grade pre-service primary school teachers for ten weeks/thirty course hours. “Views About Scientific Inquiry” scale which was developed and translated into Turkish was used as data collection tool. Based on the eight aspects of science standards, a STEM activity plan was created for each of these dimensions in terms of science, mathematics, engineering and technology achievements. Test as pre and post-test are analyzed statically and for the normally distributed data of VASI, the dependent samples t-test was applied. The dependent sample t-test was used to determine whether there was a significant difference between the pre-test and post-test scores after the scientific method-based STEM applications. Semi-structured interviews were performed to support quantitative data and analyzed descriptively. Results of the study showed that at the beginning of the research, the scientific inquiry skills and views of the pre-service primary teachers were inadequate. Additionally, there is a significant difference on scientific inquiry skills and views of the study group, participating in the STEM-based science activities, after STEM applications and activities within the course. It can be concluded that STEM based activities enhance scientific inquiry understandings and skills of pre-service primary school teachers.

Keywords

• primary school
• science education
• STEM education
• scientific inquiry

References

1. Abell, S. & Lederman, N. G. (2006). Handbook of research on science education. New Jersey: Lawrence Erlbaium Associates.
2. Ananiadou, K. & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, No. 41, OECD Publishing. http://dx.doi.org/10.1787/218525261154
3. Anderson, R.D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13 (1), 1-12. https://doi.org/10.1023/A:1015171124982
4. Aydeniz, M., Çakmakçı G., Çavaş B., Özdemir S., Akgündüz D., Çorlu S. & Öner T. (2015). STEM Education Turkey Report "Today's Fashion or Necessity??". Aydın University, STEM Center, İstanbul. http://fs.hacettepe.edu.tr/hstem/dosyalar/STEMRaporu.pdf
5. Becker, K. & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students' learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and Research, 12(5/6), 23 http://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path [] =1509
6. Bogdan, R. C. & Biklen, S. K. (2006). Qualitative research in education: An introduction to theory and methods. Allyn & Bacon. ISBN 978-0-205-51225-6.
7. Bybee, R. (2010a). A new challenge for science education leaders: Developing 21st century workforce skills. In Science education leadership: Best practices for a new century, ed. J. Rhoton, 33–49. Arlington, VA: NSTA Press.
8. Bybee, R. (2010b). The teaching of science: 21st-century perspectives. Arlington, VA: NSTA Press.

9. Bybee, R. W. (2010). What is STEM education? Science, 329, 996. http://dx.doi: 10.1126/science.1194998
10. Cayvaz, A., Akcay, H. & Kapici, H.O. (2020). Comparison of simulation-based and textbook-based instructions on middle school students’ achievement, inquiry skills and attitude. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(1), 34-43.
11. Cresswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). California: Sage.
12. Çorlu, M. S., Capraro, R. M. & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
13. DeCoito, I. & Richardson, T. (2018). Beyond Angry Birds™: Using Web-Based Tools to Engage Learners and Promote Inquiry in STEM Learning. In Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications (pp. 410-433). IGI Global.
14. Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, http://dx.doi: 10.4135/9781506326139
15. Güngören S. Ç. & Öztürk E (2017). Assessing Preservice Science Teachers Views About Scientific Inquiry by Using Views About Scientific Inquiry (VASI) Questionnaire. IX. International Congress of Educational Research, Ordu, Turkey. p. 419-420.
16. Honey, M. Pearson G. & Schweingruber, H. (Eds.). (2014). STEM Integration in K-12 Education, Status, Prospects, and an Agenda for Research, Washington, DC: The National Academy Press. Keeley, P. (2009). Elementary Science Education in the K-12 system. http://www.nsta.org/publications/news/story.aspx?id=5595
17. Lamb, S., Maire, Q. & Doecke, E. (2017). Key Skills for the 21st Century: an evidence-based review.https://education.nsw.gov.au/ourpriorities/innovate-for-the-future/education-for-a-changing-world/researchfindings/future-frontiers-analytical-report-key-skills-for-the-21st-century/KeySkills-for-the-21st-Century-Executive-Summary.pdf
18. Lederman, J. S, Lederman N. G., Bartos S. A., Bartels, S. L, Meyer A. A. & Schwartz R. (2014). Meaningful assessment of learners’ understandings about scientific inquiry—the views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21125
19. Lee, H., Kwon, H., Park, K., & Oh, H. (2014). Development and application of an integrated STEM education model based on scientific inquiry. Journal of the Korean Society for Science Education, 34 (2), 63–78. https://doi.org/10.14697/JKASE.2014.34.2.0063
20. Leech, N. L. & Onwuegbuzie, A.J. (2009). A typology of mixed methods research designs. Qual Quant 43, 265–275. https://doi.org/10.1007/s11135-007-9105-3
21. Locke, E. (2009). Proposed model for a streamlined, cohesive, and optimized K-12 STEM curriculum with a focus on engineering. Journal of Technology Studies, 35(2), 23-35.
22. Merriam, S.B. (2013). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons Inc.
23. National Research Council (NRC), (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
24. National Research Council, (1996). National science education standards (Q183.3.A1N364 1996). Washington, DC: National Academy Press.
25. National Research Council, (2000). Inquiry and the national science education standards: A guide for teaching and learning. http://www.nap.edu
26. National Science Teachers Association [NSTA], (2000). NSTA Position Statement: Nature of Science.
27. National Science Teachers Association [NSTA], (2004). NSTA Position Statement: Scientific Inquiry.
28. National Science Teachers Association [NSTA], (2004). Position statement on science teacher preparation. Arlington, VA: National Science Teachers Association.
29. National Science Teachers Association [NSTA], (2006). NSTA position statement: Professional development in science education. http://www.nsta.org
30. Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Henriksson, H. W. & Hemmo, V. (2007). Science education now: A new pedagogy for the future of Europe. European Commission Directorate General for Research Information and Communication Unit. http://ec.europa.eu/research/science-society/ document_library/pdf_06/report-rocard-on-science-education_en.pdf
31. Sarı, U., Duygu, E., Şen, Ö.F., & Kırındı, T. (2020). The Effect of STEM Education on Scientific Process Skills and STEM Awareness in Simulation Based Inquiry Learning Environment. Journal of Turkish Science Education, 17(3), 387-405.
32. Schneider, R.M., Krajcik, J.S., Marx, R.W. & Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39 (5), 410-422. https://doi.org/10.1002/tea.10029
33. Tai, R. H., Qi Liu, C., Maltese, A. V. & Fan, X. (2006). Planning early for careers in science. Science, 312, 1143-1145. https://doi.org/10.1126/science.1128690
34. Ültay, N. & Ültay, E. (2020). A comparative investigation of the views of preschool teachers and teacher candidates about STEM. Journal of Science Learning, 3(2), 67-78.
35. Ürey, M. & Çepni, S. (2014). Evaluation of the effect of science-based and interdisciplinary school garden program on students' attitudes towards science and technology lesson in terms of different variables. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 537-548. https://doi.org/10.19171/uuefd.37602
36. Wendell, K. B. (2008). The theoretical and empirical basis for design-based science instruction for children. Qualifying Paper, Tufts University.
37. Windschitl, M. 2009. Cultivating 21st century skills in science learners: How systems of teacher preparation and professional development will have to evolve. Presentation given at the National Academies of Science Workshop on 21st Century Skills, Washington, DC.
38. Yamak, H., Bulut, N. & Dündar, S. (2014). The effect of STEM activities on 5th grade students' science process skills and attitudes towards science. Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265. https://doi.org/10.17152/gefd.15192
39. Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (in Eng: Qualitative Research Methods in Social Sciences) (6. Baskı). Seçkin Yayıncılık.