Mühendisliğin STEM Eğitimine Entegrasyonunda Kuramsal Bir İnceleme

Abstract

STEM eğitimi, farklı disiplinlerin bütünleştirilerek öğretimini konu alır. Bu bakış açısındaki temel düşünce, gerçek yaşamda STEM kavram ve becerilerinin bütünsel olarak bulunmasına karşın bunların okul derslerinde birbirinden ayrı olarak kazandırılmaya çalışılmasıdır. STEM eğitiminin öncelikli hedefleri arasında yer alan 21. yüzyıl yeterliklerinin öğrencilere kazandırılması ve bu yeterliklerin transfer edilebilirliğinin desteklenmesi açısından mühendislik özel bir öneme sahiptir. Mühendislik, problem çözme odaklı bir yapıya sahip olma, mühendislik tasarımı ile etkili öğretim yöntemlerinin uygulanmasına olanak sağlama ve öğrencilerin kendi deneyimleri ile öğrenmeleri için öğrenme ortamı oluşturma gibi özel nitelikleri bünyesinde barındırır. Ancak, bu noktada karşılaşılan temel sorun STEM eğitiminde etkili bir mühendislik entegrasyonunun nasıl gerçekleştirileceğidir. Bu bağlamda, araştırmanın amacı STEM eğitimi bakış açısı ile alanyazın incelemesi temelinde mühendisliğin doğasını ortaya koymak ve STEM eğitiminde etkili bir mühendislik entegrasyonunun nasıl gerçekleştirileceğini kuramsal olarak incelemektir. Araştırma sonuçları mühendisliğin STEM eğitimine entegrasyonunda en kabul gören yaklaşımın öğrenme ortamlarına mühendislik tasarımının aktarılması olduğunu ortaya koymuştur. Ayrıca araştırma sonuçları, öğretim süreçlerinde mühendislikle ilgili temel kavram, beceri ve uygulamalara vurgu yapılmasının entegrasyonun niteliğini artırabileceğini ve bu tür bir entegrasyonun Türkiye bağlamında öğrenme çıktılarını destekleyebileceğini göstermiştir.

Keywords

• STEM eğitimi
• mühendislik
• mühendislik entegrasyonu
• mühendislik tasarım süreci

A Theoretical Review of Engineering Integration in STEM Education

Abstract

STEM education is concerned with the teaching of various disciplines in an integrative way. The basic idea in this perspective, although the STEM concepts and skills holistically exist in the real-world, they are tried to be acquired separately in school lessons. Engineering has particular importance for the acquisition of 21st-century competencies to students and supporting the transferability of these competencies which are priority aims of STEM education. Engineering incorporates specific features such as having a problem solving-focused structure, enabling the implementation of effective teaching methods with engineering design, and creating a learning environment for students to learn with their own experience. However, the main problem faced at this point is how to achieve an effective engineering integration in STEM education. In this context, with the STEM education perspective, the aim of the research is to reveal the nature of engineering based on the literature review and to examine how to achieve an effective engineering integration in STEM education theoretically. The research results revealed that the most accepted approach in the integration of engineering into STEM education is the transfer of engineering design to learning environments. Besides, the research results showed that emphasizing the basic concepts, skills, and practices related to engineering in teaching processes might increase the quality of integration and this type of integration can support the learning outcomes in the context of Turkey.

Keywords

• STEM education
• engineering
• engineering integration
• engineering design process

References

1. Berland, L. K. (2013). Designing for STEM integration. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 22-31. doi:10.7771/2157-9288.1078
2. Boesdorfer, S., & Greenhalgh, S. (2014). Make room for engineering: Strategies to overcome anxieties about adding engineering to your curriculum. The Science Teacher, 81(9), 51-55.
3. Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.
4. Capraro, R. M., & Slough, S. W. (2008). Why PBL? Why STEM? Why now? An introduction to STEM project-based learning. In S. R. M. Capraro & S. W. Slough (Eds.), Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (pp. 1-5). Rotterdam: Sense.
5. Cross, N. (2008). Engineering design methods: Strategies for product design (3rd ed.). Milton Keynes, UK: John Wiley & Sons Inc.
6. Cunningham, C. M., & Hester, K. (2007, March). Engineering is elementary: An engineering and technology curriculum for children. Paper presented at American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI.
7. Dym, C. L., Little, P., Orwin, E. J., & Spjut, E. (2009). Engineering design: A project-based introduction (4th ed.). New York, NY: John Wiley & Sons.
8. English, L. D., & King, D. T. (2015). STEM learning through engineering design: Fourth-grade students’ investigations in aerospace. International Journal of STEM Education, 2(1), 14. doi:10.1186/s40594-015-0027-7

9. Estapa, A. T., & Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: A Professional development approach centered on an engineering design challenge. International Journal of STEM education, 4(1), 6. doi:10.1186/s40594-017-0058-3
10. Evans, H. B. (1994). Water distribution in Ancient Rome: The evidence of frontinus. Michigan, MI: University of Michigan Press.
11. Flexner, S. B. (1987). The random house dictionary of the English language (2nd ed.). New York, NY: Random House.
12. Gencer, A. S., Doğan, H., Bilen, K., ve Can, B. (2019). Bütünleşik STEM eğitimi modelleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, 38-55. doi:10.9779/PUJE.2018.221
13. Gille, B. (1956). Machines. In E. J. Charles Singer, A. R. Holmyard, A. R. Hall, & T. I. Williams (Eds.), A history of technology, (pp. 629-657). Oxford: Oxford University Press.
14. Guzey, S. S., Moore, T. J., & Harwell, M. (2016). Building up STEM: An Analysis of teacher-developed engineering design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research 6(1), 11-29. doi:10.7771/2157-9288.1129
15. Haik, Y., & Shahin, T. (2011). Engineering design process (2nd ed.). Connecticut, CT: Cengage Learning.
16. Hill, D. R. (1996). A history of engineering in classical and medieval times. London: Routledge.
17. Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
18. International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, Va: ITEA.
19. Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1-11. doi:10.1186/s40594-016-0046-z
20. Langins, J. (2004). Conserving the enlightenment: French military engineering from vauban to the revolution. Cambridge: MIT Press.
21. Licker, D. M. (2003). Dictionary of engineering (2nd ed.). Chicago, IL: McGraw Hill.
22. Mayer, R. E. (2010). Applying the science of learning. Upper Saddle River, NJ: Pearson.
23. Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education: Innovations and Research, 15(1), 5-10.
24. Morrison, J. (2006). TIES STEM education monograph series, attributes of STEM education. Baltimore, MD: TIES.
25. National Academies of Sciences, Engineering, and Medicine. (2020). Building capacity for teaching engineering in K-12 education. Washington, DC: National Academies Press.
26. National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century. Washington, DC: National Academies Press.
27. National Aeronautics and Space Administration. (2011). Beginning engineering, science and technology educator guides: An educator’s guide to the engineering design process grades 6-8. Retrived from https://www.nasa.gov/pdf/630754main_NASAsBESTActivityGuide6-8.pdf
28. National Research Council. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press.
29. National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academy Press.
30. National Research Council. (2012a). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: National Academies Press.
31. National Research Council. (2012b). A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academic Press.
32. National Research Council. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.
33. 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. doi:10.1111/j.1949-8594.2011.00112.x
34. Simon, H. A. (1975). A Student's introduction to engineering design. New York, NY: Pergamon Press.
35. STEM Task Force Report. (2014). Innovate: A Blueprint for science, technology, engineering, and mathematics in California public education. Dublin, CA: Californians Dedicated to Education Foundation.
36. TeachEngineering, (2020). Engineering design process. Retrived from https://www.teachengineering.org/k12engineering/designprocess
37. Thomasian, J. (2011). Building a science, technology, engineering, and math education agenda: An Update of state actions. New York, NY: NGA Center for Best Practices.
38. Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1-13. doi:10.5703/1288284314636