STEM Tutum ve Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Arasındaki İlişki

Year 2020, Volume: 16 Issue: 27, 76 - 93, 31.07.2020

Mücahit Köse , Muhammed Akif Kurtuluş , Kadir Bilen

https://doi.org/10.26466/opus.667004

Cited By: 2

Abstract

Bu çalışmanın amacı ortaokul öğrencilerinin STEM tutumları ile problem çözme üzerine yansıtıcı düşünme becerileri arasındaki ilişkiyi belirlemektir. Araştırmada betimsel model olan tarama modeli kullanılmıştır. Çalışmaya 576 öğrenci dahil edildi. Öğrencilerin notları açısından dağılımları incelendiğinde 140'ı 5. sınıf, 140'ı 6. sınıf, 160'ı 7. ve 136'sı 8. sınıf öğrencisi olarak değerlendirilmiştir. Bu öğrencilerin 300'ü kadın, 276'sı erkektir. Araştırmada veri toplama aracı olarak STEM Tutum Ölçeği ve Problem Çözmeye Yönelik Yansitici Düşünme Beceris Ölçeği kullanılmıştır.Araştırma sonucunda, öğrencilerin cinsiyete göre problem çözme üzerine yansıtıcı düşünme becerilerinde ve sorgulama ve akıl yürütme boyutlarında kız öğrencilerin lehine anlamlı farklılıklar bulunmuştur. Ayrıca, problem çözme ölçeğinde yansıtıcı düşünme becerisi üzerine yapılan analizlerde sorgulama ve değerlendirme boyutlarında sınıf düzeyi değişkeni açısından anlamlı farklılıklar bulunmuştur. STEM tutum puanları üzerinde yapılan analizlerde, mühendislik ve teknoloji boyutlarında cinsiyet değişkeni açısından kız öğrencilerin lehine, matematik ve 21. yüzyıl becerisi boyutlarında sınıf seviyesi değişkeni açısından anlamlı farklılıklar bulunmuştur.

Keywords

STEM tutum, problem çözme, yansıtıcı düşünme

The Relationship of STEM Attitudes and Reflective Thinking Skills on Problem-Solving

Abstract

The purpose of this study is to examine the relationship between STEM attitudes of middle-school students and their reflective thinking skills on problem-solving. For this aim, a survey was administered to a total of 576 students, including between 5-8 grades. In this study, the “STEM Attitude Scale” and the “Reflective Thinking Skill on Problem Solving Scale” were used as the data collection tools. The results showed that significant differences were found for the students’ reflective thinking skills on problem-solving in terms of gender, questioning, and reasoning dimensions in favor of female students. Also, significant differences among grade-levels were found in the questioning and evaluation dimen-sions of the reflective thinking skill on the problem-solving scale. Besides, significant differences were found in the engineering and technology dimensions in favor of female students and also in the mathe-matics and 21st-century skills dimensions in terms of grade-levels. Based on the findings obtained from this study, implications for teaching are made.

Keywords

STEM attitude, Problem solving, Reflective thinking

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