Deprem Temalı Mühendislik Tasarım Temelli STEM Etkinliklerinin Akademik Başarı, Motivasyon, STEM’e Yönelik Tutum ve 21. Yüzyıl Becerilerine Etkisi

Abstract

Bu çalışmanın amacı, mühendislik tasarım temelli STEM etkinliklerinin öğrencilerin deprem konusunu anlamalarına, fen öğrenmeye yönelik motivasyonlarına, STEM’e yönelik tutumlarına ve 21. yy. becerilerine etkisini incelemektir. Açıklayıcı sıralı desene göre düzenlenmiş olan bir karma yöntem araştırması olan çalışma, öntest-sontest tek gruplu deneysel desen ve durum çalışması ile yürütülmüştür. Nicel veriler ilgili ölçme araçlarıyla nitel veriler ise yarı yapılandırılmış görüşmeler ile toplanmıştır. Çalışma grubu birinci derece deprem bölgesinde bulunan Sakarya ilindeki bir devlet ortaokulunda 8. sınıfta öğrenim gören 36 öğrenciden oluşmaktadır. Mühendislik tasarım süreci doğrultusunda oluşturulan ve 7 modülden oluşan STEM etkinlikleri 7 hafta süresince uygulanmıştır. Araştırma sonunda, yapılan etkinliklerin öğrencilerin akademik başarıları, fen öğrenimine yönelik motivasyonları, STEM’e yönelik tutumları ve 21. yy becerilerine olumlu etkileri olduğu tespit edilmiştir. Etkinliklerde yer alan sınırlılık ve kriterlerin öğrencilerin 21. yy. becerilerinin gelişiminde önemli bir yere sahip olduğu belirlenmiştir.

Keywords

• Deprem
• Fen öğrenme yönelik motivasyon
• STEM eğitimi
• STEM’e yönelik tutum
• 21. yy becerileri

The Effect of Earthquake-Themed Engineering Design-Based STEM Activities on Academic Achievement, Motivation, Attitude towards STEM and 21st Century Skills

Abstract

The aim of this study is to examine the effect of STEM activities carried out with the engineering design process on students' understanding of earthquake, their motivation towards learning science, their attitudes towards STEM and 21st century skills. In the research, explanatory sequential mixed methods research design was used. The process was carried out with a pretest-posttest single-group experimental design and case study. Quantitative data were collected through relevant measurement tools and qualitative data were collected through semi-structured interviews. The study group consists of 36 8th grade students studying in a state secondary school in Sakarya, located in the first degree earthquake zone. STEM activities consisting of 7 modules, created in line with the engineering design process were applied for 7 weeks. At the end of the research, it was determined that the activities carried out had positive effects on students' academic achievement, motivation towards science learning, attitudes towards STEM and 21st century skills. It has been seen that the limitations and criteria in the activities have an important place in the development of students' 21st century skills.

Keywords

• eartquake
• science motivation
• STEM education
• STEM attitude
• 21st century skills
• : Deprem
• Fen öğrenme yönelik motivasyon
• STEM eğitimi
• STEM’e yönelik tutum
• 21. yy becerileri

References

1. Akgündüz, D. (2018). Okul öncesinden üniversiteye kuram ve uygulamada STEM eğitimi. Ankara: Anı Yayıncılık.
2. Apedoe, X. S., Reynolds, B., Ellefson, M. R. ve Schunn, C. D. (2008). Bringing engineering design into high school science classrooms: the heating/cooling unit. Journal of Science Education and Technology, 17(5), 454-465. http://doi.org/10.1007/s10956-008-9114-6
3. Bae, J., Yun, B. ve Kim, J.(2013). The effects of science lesson applying STEAM education on science learning motivation ve science academic achievement of elementary school students. Journal of Korean Elementary Science Education, 32(4). 557-566.
4. Baran, E., Canbazoğlu-Bilici, S. ve Mesutoğlu, C. (2015). Fen, teknoloji, mühendislik ve matematik (FETEMM) spotu geliştirme etkinliği. Araştırma Temelli Etkinlik Dergisi (ATED), 5(2), 60-69. Erişim adresi: https://ated.info.tr/index.php/ated/article/download/39/39
5. Barrett, B. S. Moran, A. L. & Woods, J. E. (2014). Meteorology meets engineering: an interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education 2014 1:6. . http://doi.org/10.1186/2196-7822-1-6
6. Becker, K. ve Park, K. (2011). Effects of ıntegrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: a preliminary meta-analysis. Journal of STEM Education, 12 (5-6), 23-37. Erişim adresi: https://www.jstem.org/jstem/index.php/JSTEM/article/download/1509/1394/
7. Beers, S. Z. (2011). 21st Century Skills: Preparing students for their future. Erişim adresi: https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
8. Benek, İ. (2019). Sosyobilimsel STEM Etkinliklerinin Öğrencilerin Tutumlarına ve 21. Yüzyıl Becerilerine Etkisinin İncelenmesi. İstanbul Üniversitesi-Cerrahpaşa Lisansüstü Eğitim Enstitüsü Doktora tezi.

9. Beswick, K., Fraser, S. (2019). Developing mathematics teachers’ 21st century competence for teaching in STEM contexts. ZDM Mathematics Education 51, 955–965. https://doi.org/10.1007/s11858-019-01084-2
10. Bicer, A., Navruz, B., Capraro, R. M., Capraro, M. M., Oner, T. A. ve Boedeker, P. (2015). STEM schools vs. non-STEM schools: Comparing students' mathematics growth rate on high-stakes test performance. International Journal of New Trends in Education and Their Implications, 6(1), 138-150. Erişim adresi: http://www.ijonte.org/FileUpload/ks63207/File/18.bicer.pdf
11. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., and Rumble, M. (2010). Defining 21st century skills. White Paper commissioned for the Assessment and Teaching of 21st Century Skills Project (ATC21S). Melbourne, Australia: Assessment and Teaching of 21st Century Skills. Erişim adresi: https://www.intel.com.tr/content/dam/www/public/emea/tr/tr/pdf/education/tools-and-resources/century21-skills-report.pdf
12. Bircan, M.A. ve Çalışıcı H. (2022). STEM Eğitimi Etkinliklerinin İlkokul Dördüncü Sınıf Öğrencilerinin STEM’e Yönelik Tutumlarına, 21. Yüzyıl Becerilerine ve Matematik Başarılarına Etkisi. Eğitim ve Bilim, 47 (211), 87-119.
13. Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri ve sürece yönelik algılarına etkisi. (Doktora Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 366313).
14. 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.
15. Bybee, R. W. (2010). What is STEM Education Science, 329, 996. . http://doi.org/10.1126/science.1194998 Cantrell, P., Pekcan, G., Itani, A., & Velasquez‐Bryant, N. (2006). The effects of engineering modules on student learning in middle school science classrooms. Journal of Engineering Education, 95(4), 301-309.
16. Ceylan, S. (2014). Ortaokul fen bilimleri dersindeki asit ve bazlar konusunda fen, teknoloji, mühendislik ve matematik (FeTeMM) yaklaşımı ile öğretim tasarımı hazırlanmasına yönelik bir çalışma. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 372224).
17. Clough, M. P., & Olson, J. K. (2016). Connecting science and engineering practices: A cautionary perspective. In L. Annetta & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways—building bridges. Contemporary trends and issues in science education series. Dordrecht, The Netherlands: Springer.
18. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage. Crismond, D. ve Adams, R. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738-797.
19. Çorlu, M. S., Capraro, R. M., ve Capraro, M. M. (2014). FeTeMM eğitimi ve alan öğretmeni eğitimine yansımaları. Eğitim ve Bilim, 39(171). Erişim adresi: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2142
20. Dewaters, J. ve Powers, S., E. (2006). Improving science and energy literacy through project-based K-12 outreach efforts that use energy and environmental themes. Proceedings of the 113th Annual ASEE Conference and Exposition, Chicago, IL
21. Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E. ve Krysinski, D. (2008). Engagement and achievements: a case study of design-based learning in a science context. Journal of Technology Education, 19(2), 22-39. Erişim adresi: https://files.eric.ed.gov/fulltext/EJ898815.pdf
22. Drake, S. M., & Burns, R. C. (2004). Integrated Curriculum, Meeting Standards Through. Virginia USA: Association for Supervision and Curriculum Development.
23. Dym, C. L., Agogino, A. M., Eriş, Ö., Frey, D. D., & Leifer, L. J. (2005). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 94(1), 103-120.
24. English, L. D. & King, D. T. (2015). STEM learning through engineering design: fourth-grade students’ investigations in aerospace. International Journal of STEM Education, 2:14. http://doi.org/10.1186/s40594-015-0027-7
25. English, L. D. & Mousoulides, N. G. (2015). Bridging STEM in a Real-World Problem. Mathematics Teachıng in The Mıddle School, 20(9), 532-539.
26. English, L. D., & King, D. (2019). STEM integration in sixth grade: Designing and constructing paper bridges. International Journal of Science and Mathematics Education, 17(5), 863-884. https://www.doi.org/10.1007/s10763-018-9912-0
27. English, L. D., Hudson, P., & Dawes, L. (2013). Engineering-Based Problem Solving in the Middle School: Design and Construction with Simple Machines. Journal of Pre-College Engineering Education Research (J-PEER), 3(2), Article 5. https://doi.org/10.7771/2157-9288.1081
28. English, L. D., King, D. ve Smeed, J. (2017). Advancing integrated STEM learning through engineering design: sixth-grade students’ design and construction of earthquake resistant buildings. The Journal Of Educational Research, 110(3), 255-271. Erişim adresi: http://doi.org/10.1080/00220671.2016.1264053
29. Ercan S. (2014). Fen eğitiminde mühendislik uygulamalarının kullanımı: tasarım temelli fen eğitimi. (Doktora Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 372246).
30. Ercan, S. ve Şahin, F. (2015). Fen eğitiminde mühendislik uygulamalarının kullanımı: Tasarım temelli fen eğitiminin öğrencilerin akademik başarıları üzerine etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 128-164. Erişim adresi: http://dergipark.gov.tr/download/article-file/39915
31. Fogarty, R. (1991). How to Integrate the Curricula. Palatine, IL: IRI/Skylight Publishing.
32. Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., ve Mamlok‐Naaman, R. (2004). Design‐based science and student learning. Journal of Research İn Science Teaching, 41(10), 1081-1110. https://doi.org/10.1002/tea.20040
33. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. ve Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings Of The National Academy Of Sciences, 111(23), 8410-8415. Erişim adresi: https://www.pnas.org/content/pnas/111/23/8410.full.pd
34. Furner, J. M., & Kumar, D. D. (2007). The Mathematics and Science Integration Argument: A Stand for Teacher Education. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 185-189. https://doi.org/10.12973/ejmste/75397
35. Gazibeyoğlu, T. (2018). STEM uygulamalarının 7. sınıf öğrencilerinin kuvvet ve enerji ünitesindeki başarılarına ve fen bilimleri dersine karşı tutumlarına etkisinin incelenmesi. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 496276).
36. Green, A. (2012). The integration of engineering design projects into the secondary science classroom. Master’s Thesis. Michigan State University, Michigan.
37. Griffin, P., ve Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.
38. Guzey, S. S., Harwell, M. ve Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279. doi: 10.1111/ssm.12077
39. Guzey, S. S., Ring-Whalen, E. A., Harwell, M., and Peralta, Y. (2019). Life STEM: A case study of life science learning through engineering design. International Journal of Science and Mathematics Education, 17: 23–42.
40. Gülen, S. (2016). Fen- teknoloji-mühendislik ve matematik disiplinlerine dayalı argümantasyon destekli fen öğrenme yaklaşımının öğrencilerin öğrenme ürünlerine etkisi. (Doktora Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 456621).
41. Gülhan, F ve Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi. International Journal of Human Sciences. 602-620. doi:10.14687/ijhs.v13i1.3447
42. Holbrook, J. ve Kolodner, J. L. (2004). Scaffolding the development of an inquiry-based (science) classroom. Fourth International Conference of the Learning Sciences ( 221-227). Mahwah, NJ: Erlbaum. Erişim adresi: https://www.isls.org/icls/2000/proceedings/pdf/Holbrook.pdf
43. Householder, D. L., & Hailey, C. E. (Eds.). (2012). Incorporating engineering design challenges into STEM courses. Retrieved from the NCETE website: http://ncete.org/flash/pdfs/NCETECaucusReport.pdf
44. Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. ve Carberry, A. (2011). Infusing engineering design into high school STEM courses. Publications. Paper 165. Erişim adresi: https://digitalcommons.usu.edu/ncete_publications/165 Irkıçatal, Z. (2016). Fen, teknoloji, mühendislik ve matematik (FETEMM) içerikli okul sonrası etkinliklerin öğrencilerin başarılarına ve fetemm algıları üzerine etkisi. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 421502).
45. Karahan, E., Canbazoglu Bilici, S., ve Unal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240. https://doi.org/10.14689/ejer.2015.60.15
46. Karahan, E., Canbazoglu Bilici, S., ve Unal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240. https://doi.org/10.14689/ejer.2015.60.15
47. Karışan, D., ve Yurdakul, Y. (2017). Mikroişlemci destekli fen-teknoloji-mühendislik matematik (STEM) uygulamalarının 6. sınıf öğrencilerinin bu alanlara yönelik tutumlarına etkisi. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 8(1), 37-52. Erişim adresi: http://dergipark.gov.tr/download/article-file/437474
48. Keçeci, G., Alan, B. ve Kırbağ Zengin. F. (2017). 5. sınıf öğrencileriyle STEM eğitimi uygulamaları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. Cilt: 18, 1-17. Erişim adresi: http://kefad.ahievran.edu.tr
49. Koç, Y. (2017). Fen bilimleri dersinde STEM eğitim modeli yaklaşımı kullanarak genç mekatronikçilerin yetiştirilmesi. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 465002).
50. Kolodner, J. L., Camp, P. J. Crismond, D., Fasse, J. G., Holbrook, J., Puntambekar, S., &Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middleschool science classroom: Putting learning by design into practice. Journal of the Learning Sciences, 12, 495-547.
51. Kolodner, J. L., Camp, P., Crismond, D., Fasse, B., Gray, J., Holbrook, J. et al. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: putting learning by design(tm) Into Practice. Journal of the Learning Sciences, 12(4), 495-547.
52. Kotluk, N. ve Koçakaya, S. (2015). 21. yüzyıl becerilerinin gelişiminde dijital öykülemeler: Ortaöğretim öğrencilerinin görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 354-363.
53. Kyllonen, P. C. (2012). Measurement of 21st Century Skills within the Common Core State Standards. In Invitational Research Symposium on Technology Enhanced Assessments (pp. 7-8).
54. Kylonen, P. C. (2012). Measurement of 21st century skills within the common core state standards. Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8.
55. Lachapelle, C. P. & Cunningham, C. M. (2007). Engineering is Elementary: Children’s Changing Understandings of Science and Engineering. ASEE Annual Conference and ExpositionAt: Honolulu. http://dx.doi.org/10.18260/1-2--1470 Laçin Şimşek, C. (2007). Turkish children’s ideas about earthquakes. International Journal of Environmental and Science Education, 2(1), 14-19, 2007.
56. Lederman, N. G., & Niess, M. L. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science and Mathematics, 97(2), 57–58.
57. Marulcu, İ., ve Höbek, K.M. (2014). Teaching alternate energy sources to 8th grades students by engineering design method. Middle Eastern and African Journal of Educational Research MAJER Issue: 9. Erişim adresi: https://www.researchgate.net/profile/Ismail_Marulcu/publication/274694963_8_Siniflara_Alternatif_Enerji_Kaynaklarinin_Muhendislik_Dizayn_Metodu_ile_Ogretimi/links/55251dd20cf22e181e73dc3b.pdf
58. Mentzer, N. (2011). High school engineering and technology education integration through design challenges. Journal of STEM Teacher Education, 48(2), 7. https://doi.org/10.30707/jste48.2mentzer
59. Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. Engineering in precollege settings: Research into practice, 35-60.
60. Morgan, J. R., Moon, A. P., & Barroso, L. R.( 2013). Engineering Better Projects. In .M. Capraro, M.M. Capraro, and J. Morgan (eds.), STEM Project-Based Learning: An Integrated Science, Technology, Engineering,and Mathematics (STEM) Approach, 29–37. Sense Publisher.
61. Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institute for Excellence in STEM), 20. Erişim adresi: http://www.wytheexcellence.org/media/STEM_Articles.pdf
62. NAE, (2009). National academy of engineering. engineering in K-12 education testimony. Erişim adresi: https://www.nae.edu/18390.aspx
63. Nargund-Joshi, V., Liu, X., (2013). Understanding meanings of interdisciplinary science inquiry in an era of next generation science standards. National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
64. National Academy of Engineering and National Research Council. (2014). STEM integration in K-12 education: Status, prospects and agenda research. Washington, DC: National Academies.
65. National Research Council (2009). Learning science in informal environments: People, places and pursuist. Washington, DC: The National Academies.
66. National Research Council (2012). A framawork for K-12 science education: Practices, crosscutting concepts and core ideas. Washington DC: The national academic.
67. Olivarez, N. (2014). The Impact Of A STEM Program On Academic Achievement Of Eighth Grade Students (Doktora Tezi). İn A South Texas Middle School.
68. Öner, A. T. ve Capraro, R. M. (2016). FeTeMM okulu olmak iyi öğrenci başarısı anlamına mı gelir?. Eğitim ve Bilim, 41(185), 1-17. Erişim adresi: eb.ted.org.tr/index.php/EB/article/download/3397/2436
69. Özer, İ. E., & Canbazoğlu Bilici, S. (2021). The effect of engineering design-based Algodoo activities on students’ design skills and academic achievement. Hacettepe University Journal of Education, 35(2), 301-316. doi: 10.16986/HUJE.2020062006
70. Park, D., Park, M., & Bates, A. (2018). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294.
71. Park, S.J. & Yoo, P.K., (2013). The Effects of the learning motive, interst and science process skills using the “Light” unit in science-based STEAM. Elementary Science Eucation, 32(3): 225-238
72. Partnership for 21st Century Learning (2015). P21 Framework Definitions. Erişim adresi: http://www.p21.org/our-work/p21-framework
73. Petrie, H. G. (1992). Interdisciplinarity Education: Are We Face with Insurmountable Opportunities? Review of Research in Education, 18, 299-333.
74. Petroski, H. (1996). Harnessing STEAM. American Scientist, 84(1), 15-19. Erişim adresi: https://lavelle.chem.ucla.edu/wp-content/supporting-files/Chem14B/Thermodynamics_The_%20early_%20beginnings_%20of_%20the_steam_engine.pdf
75. Purzer, S., Goldstein, M. H., Adams, R. S., Xie, C. ve Nourian, S. (2015). An exploratory study ofinformed engineering design behaviors associated with scientific explanations. International Journal of STEM Education, 2(9). https://doi.org/10.1186/s40594-015-0019-7
76. Purzer, Ş., Moore, T. J., Baker, D. ve Berland, L. (2018). Supporting the Implementation of NGSS through Research. (NRST). Erişim adresi: https://www.narst.org/ngsspapers/Engineering_June2014.pdf
77. Ricks, M. M. (2006). A study of the impact of an informal science education program on middle school students' science knowledge, science attitude, STEM high school and college course selections, and career decisions (Doktora Tezi). Erişim adresi: https://repositories.lib.utexas.edu/bitstream/handle/2152/2628/ricksm81757.pdf
78. Riechert, S. E. ve Post, B. K. (2010). From skeletons to bridges and other STEM enrichment exercises for high school biology. The american biology Teacher, 72(1), 20-22. Erişim adresi: http://biologyinabox.utk.edu/wp-content/uploads/2017/02/Riechert-Post-2010.pdf
79. Riskowski, J. L., Todd, C. D., Wee, B., Dark, M. ve Harbor, J. (2009). Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth grade science course. International Journal of Engineering Education, 25(1), 181. Erişim adresi: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.580.2126&rep=rep1&type=pdf
80. Roehrig, G. H., Moore, T. J., Wang, H.- H., & Park, M. S. (2012). Is adding the E enough?: Investigating the impact of K-12 engineering standards on the implementation of STEM integration. School Science and Mathematics, 112(1), 31-44.
81. Ross, K. E. K.; Shuell, T. J. (1993). Children’s beliefsabout earthquakes. Science Education, 77 (2) :191-205.
82. Sadler, P. M., Coyle, H. P. ve Schwartz, M. (2000). Engineering competitions in the middle school classroom: Key elements in developing effective design challenges. The Journal of The Learning Sciences, 9(3), 299-327. Erişim adresi: http://westonk12engineering.org/robotics/presentations/Sadler.pdf
83. Sanders, M. (2009) STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26. Erişim adresi: https://www.teachmeteamwork.com/files/sanders.istem.ed.ttt.istem.ed.def.pdf
84. Shaughnessy, J.M. (2013). Mathematics in a STEM Context. Mathematics Teaching in the Middle School, 18, 324.
85. Smith, J. ve Karr-Kidwell, P. J. (2000). The ınterdisciplinary curriculum: A literary review and a manual for administrators and teachers. Erişim adresi: https://files.eric.ed.gov/fulltext/ED443172.pdf
86. Smith, K. A. (2006). Continuing to build engineering education research capabilities. IEEE Transactions on Education 49 (1): 1-3.
87. Soland, J., Hamilton, L. S., & Stecher, B. M. (2013). Measuring 21st century competencies guidance for educators. Santa Monica, CA: RAND Corporation.
88. Taştan Akdağ, F. (2017). STEM uygulamalarının öğrencilerin akademik başarı, bilimsel süreç ve yaşam becerileri üzerine etkisi. Ondokuz Mayıs Üniversitesi Eğitim Bilimleri Enstitüsü doktora tezi
89. Trilling, B. and Fadel, C. (2009). 21st century skills: Learning for life in our times. Francisco: Jossey-Bass.
90. Tsai, C. (2001) Ideas about earthquakes afterexperiencing a natural disaster in Taiwan: Ananalysis of students’ worldviews. International Journal of Science Education, 23 (10): 1007-101
91. Vallera, F. L., & Bodzin, A. M. (2020). Integrating STEM with AgLIT (agricultural literacy through innovative technology): The efficacy of a project-based curriculum for upper-primary students. International Journal of Science and Mathematics Education, 18(3), 419-439.
92. Wang, X. (2013). Why students choose stem majors: motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121. https://doi.org/10.3102/0002831213488622
93. Wendell, K., Connolly, K., Wright, C., Jarvin, L., Rogers, C., Barnett, M. ve Marulcu, I. (2010). AC 2010-863: Poster, Incorporatıng Engıneerıng Desıgn Into Elementary School Scıence Currıcula. Erişim adresi: https://ceeo.tufts.edu/documents/conferences/2010kwkccwljcrmbim.pdf
94. Yalçın, S. (2018). 21. Yüzyıl Becerileri ve Bu Becerilerin Ölçülmesinde Kullanılan Araçlar ve Yaklaşımlar. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(1), 183-201.
95. Yamak, H. , Bulut, N. ve Dündar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. GEFAD/GUJGEF, 34(2), 249-265. Erişim adresi: gefad.gazi.edu.tr/article/download/5000078351/5000072574
96. Yasak, M. (2017). Tasarım temelli fen eğitiminde, fen, teknoloji, mühendislik ve matematik uygulamaları; basınç konusu örneği. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 470957).
97. Yıldırım, B. (2016). 7. Sınıf fen bilimleri dersine entegre edilmiş fen teknoloji mühendislik matematik (STEM) uygulamaları ve tam öğrenmenin etkilerinin incelenmesi. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından erişildi (Tez No: 429441).
98. Yıldırım, B. ve Altun, Y. (2015). STEM eğitim ve mühendislik uygulamalarının fen bilgisi laboratuvar dersindeki etkilerinin incelenmesi. El-Cezerî Fen ve Mühendislik Dergisi, 2(2), 28-40. Erişim adresi: http://dergipark.gov.tr/download/article-file/56981
99. Yıldırım, B. ve Selvi, M. (2015). Adaptation of stem attitude scale to Turkish. Electronic Turkish Studies, 10(3). Erişi adresi: http://dx.doi.org/10.7827/TurkishStudies.7
100. Yılmaz, H., & Huyugüzel Çavaş, P. (2007). Reliability and Validity Study of the Students’ Motivation toward Science Learning (SMTSL) Questionnaire. İlköğretim Online, 6(3), 430-440.