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Year 2021, Volume 6, Issue 2, 84 - 99, 30.12.2021

Abstract

References

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  • Aslan-Tutak, F., Akaygun, S., & Tezsezen, S. (2017). Collaboratively Learning to Teach STEM: Change in Participating Preservice Teachers’ Awareness of STEM. Hacettepe University Joournal of Education, 32(4), 794-816. https://DOI : 10.16986/HUJE.2017027115
  • Avcı, S. (2014). Ortaokul eğitim yöneticilerinin bilgi yönetimi yeterlilikleri (Bağcılar ilçesi örneği) [Secondary school administrators' knowledge management comptencies (Examples country Bağcılar)], Unpublished master dissertation. Aydın University, Institute of Social Sciences, İstanbul.
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  • Bakırcı, H., & Kutlu, E. (2018). Determination of Science Teachers’ views on STEM Approach. Turkish Journal of Computer and Mathematics Education, 9(2), 367-389. https://DOI: 10.16949/turkbilmat.417939
  • Bakırcı, H., & Öçsoy, K. (2017). An Investigation of the Activities in Science Textbooks in terms of the Concept of Entrepreneurship. Adıyaman University Journal of Educational Sciences, 7(2), 256-276. https://DOI: http://dx.doi.org/10.17984/adyuebd.322438
  • Berková K., Frendlovská D., Pospíšil Závodný J., Vojáčková H., & Kolářová D. (2020). Education towards Entrepreneurial Careers in a Czech College: An Empirical Study. Journal on Efficiency and Responsibility in Education and Science, 13(1), 1-9. http://dx.doi. org/10.7160/eriesj.2020.130101
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  • Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70 (1), 30-35. Capobianco, B. M. (2011). Exploring a science teacher’s uncertainty with integrating engineering desing: An action research study. Journal of Science Teacher Education, 22, 645-660. https://doi.org/10.1007/s10972-010-9203-2
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  • Çepni, S. (2014). Araştırma ve Proje Çalışmalarına Giriş [Introduction to Research and Project Studies]. 7. Baskı, Trabzon: Cepheler Yayıncılık.
  • Çepni,S. (2017). Kuramdan Uygulamaya STEM (+A/+E) Eğitimi. [STEM (+ A / + E) Education from Theory to Practice]. Ankara: PegemA Yayıncılık.
  • Çevik, M. (2017). A study of STEM Awareness Scale development for high school teachers. Journal of Human Sciences, 14(3), 2436-2452. doi:10.14687/jhs.v14i3.4673
  • Çevik, M., Danıştay, A., & Yağcı, A. (2017). Evaluation of STEM (Science – Technology – Engineering – Mathematics) Awareness of Secondary School Teachers with Various Variables. Sakarya University Journal of Education, 7(3), 584-599. DOI: 10.19126/suje.335008
  • Demir, S., Böyük, U., & Koç, A. (2011). Views of Science and Technology Teachers on Laboratory Conditions and Use of Laboratory with Their Tendencies to Follow Technological Innovations. Mersin University Journal of the Faculty of Education, 7(2), 66-79. Retrieved from: https://dergipark.org.tr/tr/pub/mersinefd/issue/17378/181450
  • Deveci, İ. (2018). The STEM Awareness as Predictor of Entrepreneurial Characteristics of Prospective Science Teachers. Kastamonu Education Journal, 26(4), 1247-1256. doi:10.24106/ kefdergi.356829
  • Deveci, İ., & Çepni, S. (2014). Entrepreneurship in Science Teacher Education. Journal of Turkish Science Education, 11(2), 161-188. doi: 10.12973/tused.10114a
  • Duygu, E. (2018). Simülasyon tabanlı sorgulayıcı öğrenme ortamında Fetemm eğitiminin bilimsel süreç becerileri ve Fetemm farkındalıklarına etkisi [The effect of STEM education on science process skills and STEM awareness in simulation based inquiry learning environment]. Unpublished master dissertation. Kırıkkale University Institute of Science, Kırıkkale.
  • Elliott, B., Oty, K., McArthur, J., & Clark, B. (2001). The effect of an interdisciplinary algebra/ science course on students’ problem solving skills, critical thinking skills and attitudes towards mathematics. International Journal of Mathematical Education in Science and Technology, 32(6), 811-816. https://doi.org/10.1080/00207390110053784
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Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices

Year 2021, Volume 6, Issue 2, 84 - 99, 30.12.2021

Abstract

The aim of this research is to indicate the awareness, entrepreneurship levels of science teachers within the scope of STEM approach and to identify teachers' competencies, opinions, problems and solution suggestions within the scope of Science, Engineering and Entrepreneurship Practices. In the study, “STEM-Awareness Scale”, “Entrepreneurship Scale” in quantitative data and “Semi-Structured Interview Form” developed by the researcher in qualitative data were used as data collection tools. According to the results of the research, it was determined that science teachers' STEM awareness levels were good and their STEM awareness did not differ according to gender and professional seniority. When teachers are examined in terms of entrepreneurship levels, it is seen that they consider themselves adequate and entrepreneurship does not differ according to gender and professional seniority. In the semi-structured interview results, it was determined that the majority of science teachers did not receive education within the scope of STEM approach, they found themselves inadequate in the fields of education, encountered many problems while applying STEM, and conditions affected them negatively. The most emphasized in the suggestions given by the teachers for these situations is that STEM education should be taken.

References

  • Adeyemo, S. A. (2009). Understanding and acquisition of entrepreneurial skills: A pedagogical reorientation for classroom teacher in science education. Journal of Turkish Science Education, 6(3), 57-65. Retrieved from: https://www.tused.org/index.php/tused/article/view/125
  • Apedoe, X.S., Reynolds, B., Ellefson, M.R. & 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. Retrieved from: https://www.learntechlib.org/p/166658/.
  • Aslan-Tutak, F., Akaygun, S., & Tezsezen, S. (2017). Collaboratively Learning to Teach STEM: Change in Participating Preservice Teachers’ Awareness of STEM. Hacettepe University Joournal of Education, 32(4), 794-816. https://DOI : 10.16986/HUJE.2017027115
  • Avcı, S. (2014). Ortaokul eğitim yöneticilerinin bilgi yönetimi yeterlilikleri (Bağcılar ilçesi örneği) [Secondary school administrators' knowledge management comptencies (Examples country Bağcılar)], Unpublished master dissertation. Aydın University, Institute of Social Sciences, İstanbul.
  • Bahar, M., Yener, D., Yılmaz, M., Emen, H., & Gürer, F. (2018). The Changes of Standards in the 2018 Science Curriculum and STEM Integration. Abant İzzet Baysal University Journal of Faculty of Education, 18(2), 702-735. https://doi.org/10.17240/aibuefd.2018..-412111
  • Bakırcı, H., & Kutlu, E. (2018). Determination of Science Teachers’ views on STEM Approach. Turkish Journal of Computer and Mathematics Education, 9(2), 367-389. https://DOI: 10.16949/turkbilmat.417939
  • Bakırcı, H., & Öçsoy, K. (2017). An Investigation of the Activities in Science Textbooks in terms of the Concept of Entrepreneurship. Adıyaman University Journal of Educational Sciences, 7(2), 256-276. https://DOI: http://dx.doi.org/10.17984/adyuebd.322438
  • Berková K., Frendlovská D., Pospíšil Závodný J., Vojáčková H., & Kolářová D. (2020). Education towards Entrepreneurial Careers in a Czech College: An Empirical Study. Journal on Efficiency and Responsibility in Education and Science, 13(1), 1-9. http://dx.doi. org/10.7160/eriesj.2020.130101
  • Bers, M. U., & Portsmore, M. (2005). Teaching partnerships: Early childhood and engineering student teaching math and science through robotics. Journal of Science Education and Technology, 14(1), 59-73. https://doi.org/10.1007/s10956-005-2734-1
  • Bray, J. H. (2010). Psychology as a core science, technology, engineering, and mathematics (STEM) discipline. Washington DC: American Psychological Association.
  • Breiner, M. J., Johnson, C. C., Harkness, S. S., & 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. https://doi.org/10.1111/j.1949-8594.2011.00109.x
  • Buschor, C., Berweger, S., Frei, A., and Kappler, C. (2014). Majoring in STEM—What accounts for women's career decision making? A mixed methods Study. The Journal of Educational Research, 107(3), 167-176. https://doi.org/10.1080/00220671.2013.788989
  • Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70 (1), 30-35. Capobianco, B. M. (2011). Exploring a science teacher’s uncertainty with integrating engineering desing: An action research study. Journal of Science Teacher Education, 22, 645-660. https://doi.org/10.1007/s10972-010-9203-2
  • Ciğerci, D. (2020). Okul yöneticilerinin ve öğretmenlerin FeteMM eğitimine yönelik farkındalıklarının incelenmesi [Investigation of STEM awareness of the teachers and school administrators]. Unpublished master dissertation, Maltepe University Graduate School, İstanbul.
  • Çavaş, B., Bulut, Ç., Holbrook, J., & Rannikmae, M. (2013). Fen eğitimine mühendislik odaklı bir yaklaşım: Engıneer projesi ve uygulamaları [An engineering-focused approach to science education: The Engineering project and its applications]. Fen bilimleri öğretimi dergisi, 1(1), 12-22. Retrieved from: https://dergi.fead.org.tr/?page_id=137
  • Çelik, H., Bacanak, A., & Çakır, E. (2015). Development of science laboratory entrepreneurship scale. Journal of Turkish Science Education,12(3), 65-78. doi: 10.12973/tused.10147a
  • Çepni, S. (2014). Araştırma ve Proje Çalışmalarına Giriş [Introduction to Research and Project Studies]. 7. Baskı, Trabzon: Cepheler Yayıncılık.
  • Çepni,S. (2017). Kuramdan Uygulamaya STEM (+A/+E) Eğitimi. [STEM (+ A / + E) Education from Theory to Practice]. Ankara: PegemA Yayıncılık.
  • Çevik, M. (2017). A study of STEM Awareness Scale development for high school teachers. Journal of Human Sciences, 14(3), 2436-2452. doi:10.14687/jhs.v14i3.4673
  • Çevik, M., Danıştay, A., & Yağcı, A. (2017). Evaluation of STEM (Science – Technology – Engineering – Mathematics) Awareness of Secondary School Teachers with Various Variables. Sakarya University Journal of Education, 7(3), 584-599. DOI: 10.19126/suje.335008
  • Demir, S., Böyük, U., & Koç, A. (2011). Views of Science and Technology Teachers on Laboratory Conditions and Use of Laboratory with Their Tendencies to Follow Technological Innovations. Mersin University Journal of the Faculty of Education, 7(2), 66-79. Retrieved from: https://dergipark.org.tr/tr/pub/mersinefd/issue/17378/181450
  • Deveci, İ. (2018). The STEM Awareness as Predictor of Entrepreneurial Characteristics of Prospective Science Teachers. Kastamonu Education Journal, 26(4), 1247-1256. doi:10.24106/ kefdergi.356829
  • Deveci, İ., & Çepni, S. (2014). Entrepreneurship in Science Teacher Education. Journal of Turkish Science Education, 11(2), 161-188. doi: 10.12973/tused.10114a
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Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Article
Authors

Harun ÇELİK (Primary Author)
KIRIKKALE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0002-3096-8624
Türkiye

Thanks Çalışma, danışmanlığını üstlendiğin Oğuzhan Köken'in Kırıkkale Üniversitesi Fen Bilimleri Enstitüsünde tamamlamış olduğu lisansüstü tez çalışmasının ürünüdür.
Publication Date December 30, 2021
Published in Issue Year 2021, Volume 6, Issue 2

Cite

Bibtex @research article { ofed950819, journal = {Online Science Education Journal}, eissn = {2548-0065}, address = {Mehmet Akif Ersoy Mah. Durukent 2 sitesi A-blok no:15 Kastamonu}, publisher = {Mehmet ALTAN KURNAZ}, year = {2021}, volume = {6}, number = {2}, pages = {84 - 99}, title = {Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices}, key = {cite}, author = {Çelik, Harun} }
APA Çelik, H. (2021). Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices . Online Science Education Journal , 6 (2) , 84-99 . Retrieved from https://dergipark.org.tr/en/pub/ofed/issue/66559/950819
MLA Çelik, H. "Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices" . Online Science Education Journal 6 (2021 ): 84-99 <https://dergipark.org.tr/en/pub/ofed/issue/66559/950819>
Chicago Çelik, H. "Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices". Online Science Education Journal 6 (2021 ): 84-99
RIS TY - JOUR T1 - Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices AU - Harun Çelik Y1 - 2021 PY - 2021 N1 - DO - T2 - Online Science Education Journal JF - Journal JO - JOR SP - 84 EP - 99 VL - 6 IS - 2 SN - -2548-0065 M3 - UR - Y2 - 2021 ER -
EndNote %0 Online Science Education Journal Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices %A Harun Çelik %T Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices %D 2021 %J Online Science Education Journal %P -2548-0065 %V 6 %N 2 %R %U
ISNAD Çelik, Harun . "Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices". Online Science Education Journal 6 / 2 (December 2021): 84-99 .
AMA Çelik H. Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices. ofed. 2021; 6(2): 84-99.
Vancouver Çelik H. Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices. Online Science Education Journal. 2021; 6(2): 84-99.
IEEE H. Çelik , "Qualifications, Problems and Solution Recommendations of Teachers in Science, Engineering and Entrepreneurship Practices", Online Science Education Journal, vol. 6, no. 2, pp. 84-99, Dec. 2021
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