OKUL ÖNCESİ DÖNEMDE STEM VE STEAM EĞİTİMİNE YÖNELİK ÇALIŞMALARIN İNCELENMESİ

Year 2017, Volume: 18 Issue: 2, 757 - 776, 01.05.2017

Aysun Ata Aktürk , Hasibe Özlen Demircan

Abstract

Bu çalışma, ulusal ve uluslararası alan yazında yer alan, okul öncesi eğitimde STEM ve sanatın STEM disiplinleri ile bütünleştirilmesine dayanan STEAM eğitimi uygulamalarına odaklanmayı hedeflemektedir. Bu amaçla, altı farklı veri tabanı çeşitli anahtar kelimeler kullanılarak taranmış ve son 10 yılda yayınlanmış olan 22 akademik çalışmaya ulaşılmıştır. Çalışmalar yöntemleri, yayınlandıkları yıl, katılımcıları ve temel bulguları açısından ele alınmıştır. Bu çalışmada gerçekleştirilen detaylı alan yazın taraması, STEM ve özellikle de sanat ile bütünleştirilmiş STEM eğitiminin ulusal ve uluslararası alan yazında az sayıda çalışma tarafından ele alınan iki yeni araştırma alanı olduğuna işaret etmektedir. Diğer yandan, son on yıla ait bu sınırlı alan yazın bütünleştirilmiş fen, teknoloji, mühendislik, matematik ve sanat etkinliklerinin okul öncesi dönem çocuklarının bu disiplinlere yönelik öğrenmeleri üzerindeki katkısını desteklemektedir. Çalışmanın tartışma kısmında, alan yazında yer alan çalışma bulguları göz önünde bulundurularak, Türkiye’deki okul öncesi eğitime yönelik bazı öneriler sunulmuştur.

Keywords

STEM, STEAM, okul öncesi eğitimi, içerik analizi

A Review of Studies on STEM and STEAM Education in Early Childhood

Abstract

This paper aims to focus on national and international studies regarding STEM education and visual arts integrated STEM education in early childhood. After a detailed search by using six different databases, 22 scientific research published between the years of 2006 and 2016 were accessed. Accessed studies were handled in terms of their methods, year of publication, participants, and main findings. The literature review in the current study signifies that STEM education and especially the integration of arts into STEM acronym STEAM in early childhood classrooms are two new research fields for both national and international literature. On the other hand, the limited literature indicates that integration of these disciplines contributes preschoolers’ learning in STEAM fields. In the discussion and implementations part, by considering reviewed literature, some implications are presented for early childhood education in Turkey

Keywords

STEM, STEAM, early childhood education, content analysis

References

• Altan, E. B., Yamak, H., & Kırıkkaya, E. B. (2016). A proposal of the STEM education for teacher training: Design based science education. Trakya University Journal of Education, 6(2), 212-232.
• Aronin, S., & Floyd, K. K. (2013). Using an iPad in inclusive preschool classrooms to introduce STEM concepts. Teaching Exceptional Children, 45(4), 34─39.
• Atiles, J. T., Jones, J. L., & Anderson, J. A. (2013). More than a read-aloud: Preparing and inspiring early childhood teachers to develop our future scientists. Teacher Education and Practice, 26(2), 285-299.
• Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher's experience. European Early Childhood Education Research Journal, 23(1), 112─128.
• Baran, E., Bilici, S. C., & Mesutoğlu, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
• Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art Education, 65(2), 40-47
• Bers, M. U., 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.
• Çorlu, M. S. (2013). Insights into STEM education praxis: An assessment scheme for course syllabi. Educational Sciences: Theory and Practice, 13(4), 2477- 2485.
• Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Egitim ve Bilim, 39(171).
• Dejonckheere, P. J., De Wit, N., Van de Keere, K., & Vervaet, S. (2016). Exploring childhood. International Electronic Journal of Elementary Education, 8(4), 537. classroom: Teaching science in early
• Edwards, L. C. (2006). The creative arts: A process approach for teachers and children, (4th ed.). Columbus, OH: Merrill. English, L. D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(1), 1-8.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
• Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, Technology, Engineering, and Mathematics (STEM) education: A primer congressional research service. Retrieved http://www.fas.org/sgp/crs/misc/R42642.pdf November 3, 2016, from
• Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Walther, J., & Kellam, N. N. (2014). transdisciplinary spaces. Art Education, 67(6), 12-19. as social practice: Cultivating creativity in
• Henrkisen D, DeSchryver M, Mishra P, Deep-Play Research Group (2015) Rethinking technology & creativity in the 21st century transform and transcend: synthesis as a trans-disciplinary approach to thinking and learning. TechTrends 59(4). doi:10. 1007/s11528-015-0863-9
• Hoisington, C., & Winokur, J. Seven strategies for supporting the “E” in young children’s STEM learning. Science and Children, 53(1), 44-51.
• Katz, L. G. (2010). STEM in the early years. SEED papers. Retrieved November, 3, 2016 from http://ecrp.illinois.edu/beyond/seed/katz.html.
• Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom- based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.
• Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1-11.
• Kermani, H., & Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527.
• Kim, Y., & Park, N. (2012). The effect of STEAM education on elementary school student’s creativity improvement. In Computer Applications for Security, Control and System Engineering (pp. 115-121). Springer Berlin Heidelberg.
• Larson, M. J., & Whitin, D. J. (2010). Young children use graphs to build mathematical reasoning. Dimensions of Early Childhood, 38(3), 15-22.
• Ludwig, M., Marklein, M. B., & Song, M. (2016). Arts integration: A promising approach to improving early learning. American Institutes for Research. Retrieved http://www.air.org/system/files/downloads/report/Arts-Integration-Wolf- Trap-February-2016.pdf 5, 2016 from
• McDonald, S., & Howell, J. (2012). Watching, creating and achieving: Creative technologies as a conduit for learning in the early years. British journal of educational technology, 43(4), 641-651.
• Ministry of National Education (MoNE), (2013). Early childhood education curriculum. http://ttkb.meb.gov.tr/program2.aspx/program2.aspx?islem=1&kno=202. November, 3, 2016 from
• Ministry of National Education (MoNE), (2016). STEM education report. Retrieved http://yegitek.meb.gov.tr/STEM_Education_Report.pdf November, 10, 2016, from
• Moomaw, S., & Davis, J. A. (2010). STEM comes to preschool. Young Children, 65(5), 12.
• National Research Council, (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering and mathematics. Washington, DC: The National Academic Press.
• National Research Council. (2012). A framework for K─12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
• Newcombe, N. S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29-35, 43.
• Öztürk Yılmaztekin, E., & Erden, F. T. (2016). Investigating early childhood teachers’ views on science teaching practices: the integration of science with visual art in early childhood settings. Early Child Development and Care, 1-13. doi: 10.1080/03004430.2016.1160899
• Quigley, C. F., & Herro, D. (2016). “Finding the joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education and Technology, 1-17.
• Rabalais, M. E. (2014). STEAM: A national study of the integration of the Arts into STEM instruction and its impact on student achievement. (Doctoral Dissertation). Retrieved from ProQuest Dissertations and Theses
• Riley, Susan. (2014, April 14) Pivot point: At the crossroads of STEM, STEAM and Arts integration. Retrieved November 5, 2016 from http://www.edutopia.org/blog/pivot-point-stem-steam-artsintegration- susan-riley.
• Schirrmacher, R. (2002). Art and creative development for young children. Clifton Park, NY: Thomson Delmar Learning.
• Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers' approach. Young Children, 67(1), 36.
• Sochacka, N. W., Guyotte, K., & Walther, J. (2016). Learning together: A collaborative autoethnographic Exploration of STEAM (STEM+ the Arts) Education. Journal of Engineering Education, 105(1), 15-42. doi: 10.1002/jee.20112
• Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain- compatible strategies to integrate the arts. NY: Corwin Press.
• Soylu, Ş. (2016). Stem education in early childhood in Turkey. Journal of Educational and Instructional Studies in the World, 6(1), 38─47.
• Spector, J. M. (2015). Education, training, competencies, curricula and technology. In Emerging Technologies for STEAM Education (pp. 3-14). Springer International Publishing.
• STEM Smart Brief (2013), Nurturing STEM skills in young learners, PreK–3. Retrieved http://successfulstemeducation.org/resources/nurturing-stem-skills-young- learners-prek%E2%80%933 12, 2016 from
• Şahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program learning. Educational Sciences: Theory and Practice, 14(1), 309-322.
• Tank, K., Pettis, C., Moore, T., & Fehr, A. (2013). A STEM unit teaches primary students about engineering design. Science and Children. 59-63.
• Torres-Crespo, M. N., Kraatz, E., & Pallansch, L. (2014). From fearing STEM to playing with it: The natural integration of STEM into the preschool classroom. SRATE Journal, 23(2), 8-16.
• Vasquez, J. A., Comer, M., & Sneider, C. (2013). STEM lesson essentials: Integrating science, technology, engineering and mathematics. Portsmouth, NH: Heinemann Publications.
• Wynn, T., & Harris, J. (2012). Toward a STEM+ arts curriculum: Creating the teacher team. Art Education, 65(5), 42-47.
• Yakman, G., & Lee, H. (2012). Exploring the exemplary STEAM education in the US as a practical educational framework for Korea. Journal of Korea Association Science Education, 32(6),1072-1086.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Publications.