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Year 2021, Issue: 53, 457 - 494, 01.09.2021
https://doi.org/10.9779/pauefd.787908

Abstract

In the current study, the “Environmental Siphon Activity” which is considered a STEM Project is conducted and the result of the application is examined through a case study design. The participants are 26 7th graders of a middle school in the Aegean Region. To analyze the qualitative data, the students’ worksheets are examined by using document analysis, and to examine quantitative data obtained from 3 different rubrics, frequency analysis is conducted. Students are expected to use mathematical skills effectively while producing an engineering design about recycling wastewater. However, it is observed that students have some problems with mathematical reasoning and evaluating the meaningfulness of the mathematical results. Moreover, they effectively use science concepts and knowledge of materials while designing the engineering product.

References

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  • Barth, M. ve Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective. Journal of Cleaner Production, 26, 28-36. doi:10.1016/j.jclepro.2011.12.011.
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  • Candan-Helvaci, S. & Helvaci, İ. (2019). An interdisciplinary environmental education approach: determining the effects of E-STEM activity on environmental awareness. Universal Journal of Educational Research, 7(2), 337-346. Doi: 10.13189/ujer.2019.070205
  • Cebrian, G. ve Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7, 2768-2786; doi:10.3390/su7032768
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  • English, L. D., King, D. & 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. https://doi.org/10.1080/00220671.2016.1264053.
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  • Holmlund, T. D., Lesseig, K. & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(1), 32. https://doi.org/10.1186/s40594-018-0127-2
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  • Knezek, G., Christensen, R., Tyler-Wood, T. & Periathiruvadi, S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123.
  • Kuvaç, M. (2018). Fen, teknoloji, mühendislik ve matematik (stem) temelli çevre eğitimine yönelik öğretim tasarımının etkililiği. (Yayımlanmamış doktora tezi). İstanbul Üniversitesi, Cerrahpaşa Lisansüstü Eğitim Enstitüsü. İstanbul.
  • Lesh, R. & Doerr, H. M. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh, & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 3-33). Mahwah, NJ: Lawrence Erlbaum.
  • Lesseig, K., Slavit, D., & Nelson, T. H. (2017). Jumping on the STEM bandwagon: How middle grades students and teachers can benefit from STEM experiences. Middle School Journal, 48(3), 15-24. DOI: 10.1080/00940771.2017.1297663.
  • Manly, C. A., Wells, R. S. & Kommers, S. (2018). The influence of STEM definitions for research on women’s college attainment. International Journal of STEM Education, 5(45), 1-5. https://doi.org/10.1186/s40594-018-0144-1.
  • Margot, K. C. & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(2), 1-16. https://doi.org/10.1186/s40594-018-0151-2.
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  • Özçakır Sümen, Ö. & Çalışıcı, H. (2016). Pre-service teachers’ mind maps and opinions on STEM education implemented in an environmental literacy course. Educational Sciences: Theory & Practice, 16, 459-476.
  • Reiss, M., Behr, M., Lesh, R. & Post, T. (1985). Cognitive Processes and Products in Proportional Reasoning. In L. Streefland (Ed.), Proceedings of the Ninth International Conference for the Psychology of Mathematics Education (pp. 352-356). Noordwijkerhout (Utrecht), Holland: PME.
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STEM Temelli Ders Planı Hazırlama Süreci ve Uygulama Sonuçları: Çevreci Sifon Etkinliği

Year 2021, Issue: 53, 457 - 494, 01.09.2021
https://doi.org/10.9779/pauefd.787908

Abstract

Bu araştırmada bir STEM projesi olarak ele alınan “Çevreci Sifon Etkinliği” uygulanmış olup bu uygulamaya dayalı sonuçlar incelenmiştir. Ege Bölgesinde bulunan bir ortaokulun 7. sınıfında öğrenim görmekte olan 26 öğrenci çalışmanın katılımcılarını oluşturmaktadır. Çalışmada nitel araştırma desenlerinden durum çalışmasından faydalanılmıştır. Çalışmada nitel değerlendirmeler için katılımcıların ders işlenişi esnasında kullandıkları çalışma kağıtları doküman incelemesi ile incelenmiş olup, nicel değerlendirmeler için 3 farklı rubrikten yararlanılarak frekans analizleri uygulanmıştır. Araştırmada öğrencilerin atık suyun yeniden kullanımına ilişkin bir mühendislik tasarımı ortaya çıkararak süreçte matematiksel becerilerini etkili bir şekilde kullanmaları beklenmiştir. Ancak öğrencilerin matematiksel akıl yürütme ve matematiksel sonuçların anlamlılıklarını değerlendirmede sorunlar yaşadığı tespit edilmiştir. Bunun yanında mühendislik tasarımlarını oluştururken fen bilimleri kavramlarını etkili kullandıkları ve malzeme bilgisine dair farkındalık geliştirdikleri gözlemlenmiştir.

References

  • Al-Wattban, M. (2001). Proportional reasoning and working memory capacity among saudi adolescents: a neo-piagetion investigation. (unpublished doctoral dissertation). The University of Northen of Colorada, Greeley, Colorada.
  • Aydıner-Boylu, A. ve Yertutan, C. (2012). Erkeklerin evde enerji ve su tasarrufu konusundaki alışkanlık ve satın alma odaklı davranışlarının incelenmesi. Sosyo Ekonomi, 1, 157-172.
  • Barth, M. ve Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective. Journal of Cleaner Production, 26, 28-36. doi:10.1016/j.jclepro.2011.12.011.
  • Becker, K. & Park, K. (2011). Effects of integrative 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.
  • Ben-Chaim, D., Fey, J. T., Fitzgerald, W. M., Benedetto, C. & Miller, J. (1998). Proportional reasoning among 7th grade students with different curricular experiences. Educational Studies in Mathematics, 36, 247-273.
  • Bliss, K. M., Fowler, K. R. & Galluzzo, B. J. (2014). Math modeling: Getting started and getting solutions. Philadelphia, PA: Society for Industrial and Applied Mathematics.
  • Bozkurt Altan, E., Yamak, H. ve Buluş Kırıkkaya, E. (2016). FeTeMM eğitim yaklaşımının öğretmen eğitiminde uygulanmasına yönelik bir öneri: tasarım temelli fen eğitimi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 212-232.
  • Candan-Helvaci, S. & Helvaci, İ. (2019). An interdisciplinary environmental education approach: determining the effects of E-STEM activity on environmental awareness. Universal Journal of Educational Research, 7(2), 337-346. Doi: 10.13189/ujer.2019.070205
  • Cebrian, G. ve Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7, 2768-2786; doi:10.3390/su7032768
  • Corlu, M. S., Capraro, R. M. & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Eğitim ve Bilim, 39(171), 74-85
  • Çorlu, M. S. (2017). STEM: Bütünleşik Öğretmenlik Çerçevesi. M. S. Çorlu & E. Çallı (Ed.), STEM Kuram ve Uygulamalarıyla Fen, Teknoloji, Mühendislik ve Matematik Eğitimi (s. 1–10). İstanbul: Pusula.
  • Çorlu, M. S. ve Çallı, E. (2017). STEM Kuram ve Uygulamalarıyla Fen, Teknoloji, Mühendislik ve Matematik Eğitimi. İstanbul: Pusula.
  • DeCoito, I. & Myszkal, P. (2018). Connecting science instruction and teachers’ self-efficacy and beliefs in STEM education. Journal of Science Teacher Education, 29(6), 485-503. https://doi.org/10.1080/1046560X.2018.1473748.
  • Donna, J. D. (2012). A model for professional development to promote engineering design as an integrative pedagogy within STEM education. Journal of Pre-College Engineering Education Research, 2(2), 1-8. https://doi.org/10.5703/1288284314866
  • 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), 1-18.
  • English, L. D., King, D. & 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. https://doi.org/10.1080/00220671.2016.1264053.
  • Erbaş, A. K., Kertil, M., Çetinkaya, B., Çakıroğlu, E., Alacacı, C., ve Baş, S. (2014). Matematik eğitiminde matematiksel modelleme: Temel kavramlar ve farklı yaklaşımlar. Kuram ve Uygulamada Eğitim Bilimleri, 14(4), 1-21.
  • Eroğlu, S. ve Bektaş, O. (2016). STEM eğitimi almış fen bilimleri öğretmenlerinin STEM temelli ders etkinlikleri hakkındaki görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 4(3), 43-67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m
  • Fraenkel, J.R. & Wallen, N.E. (1996). How to Design and Evaluate Research. USA: Mc. Fraw-Hill Inc.
  • Gonzalez, H. B. & Kuenzi, J. J. (2012). Science, Technology, Engineering, and Mathematics (STEM) Education: A Primer. Congressional Research Service. https://www.fas.org/sgp/crs/misc/R42642.pdf sayfasından erişilmiştir.
  • Gökbayrak, S. ve Karışan, D. (2017). Altıncı sınıf öğrencilerinin FeTeMM temelli etkinlikler hakkındaki görüşlerinin incelenmesi. Alan Eğitimi Araştırmaları Dergisi, 3(1), 25-40.
  • Greenes, C. & Findell, C. (1999). Developing students' algebraic reasoning abilities. In L. V. Stiff (Ed.), Developing mathematical reasoning in grades K-12. Reston, VA: National Council of Teachers of Mathematics.
  • Heller, P. M., Ahlgren, A., Post, T., Behr, M. & Lesh, R. (1989). Proportional reasoning: the effect of two content variables, rate type, and problem setting. Journal of Research in Science Teaching, 26(3), 205-220.
  • Holmlund, T. D., Lesseig, K. & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(1), 32. https://doi.org/10.1186/s40594-018-0127-2
  • Kennedy, T. J. & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • Knezek, G., Christensen, R., Tyler-Wood, T. & Periathiruvadi, S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123.
  • Kuvaç, M. (2018). Fen, teknoloji, mühendislik ve matematik (stem) temelli çevre eğitimine yönelik öğretim tasarımının etkililiği. (Yayımlanmamış doktora tezi). İstanbul Üniversitesi, Cerrahpaşa Lisansüstü Eğitim Enstitüsü. İstanbul.
  • Lesh, R. & Doerr, H. M. (2003). Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh, & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 3-33). Mahwah, NJ: Lawrence Erlbaum.
  • Lesseig, K., Slavit, D., & Nelson, T. H. (2017). Jumping on the STEM bandwagon: How middle grades students and teachers can benefit from STEM experiences. Middle School Journal, 48(3), 15-24. DOI: 10.1080/00940771.2017.1297663.
  • Manly, C. A., Wells, R. S. & Kommers, S. (2018). The influence of STEM definitions for research on women’s college attainment. International Journal of STEM Education, 5(45), 1-5. https://doi.org/10.1186/s40594-018-0144-1.
  • Margot, K. C. & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(2), 1-16. https://doi.org/10.1186/s40594-018-0151-2.
  • Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-300. http://dx.doi.org/10.17763/haer.62.3.
  • MEB, (2016). STEM Eğitimi Raporu. Milli Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü (YEĞİTEK), Ankara. Erişim adresi: http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf
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  • MEB, (2018). Matematik Dersi Öğretim Programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar), Ankara. Erişim adresi: http://mufredat.meb.gov.tr/Dosyalar/201813017165445MATEMAT%C4%B0K%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%202018v.pdf
  • Moreno, N. P., Tharp, B. Z., Vogt, G., Newell, A. D. & Burnett, C. A. (2016). Preparing students for middle school through after-school STEM activities. Journal of Science Education and Technology, 25(6), 889-897. https://doi.org/10.1007/s10956-016-9643-3
  • NGSS, (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press. http://www.nap.edu/catalog.php?record_id=18290 adresinden erişilmiştir.
  • Nguyen, T. P. L.; Nguyen, T. H. & Tran, T. K. (2020). STEM education in secondary schools: teachers’ perspective towards sustainable development. Sustainability, 12, 1-16. doi:10.3390/su12218865
  • Özçakır Sümen, Ö. & Çalışıcı, H. (2016). Pre-service teachers’ mind maps and opinions on STEM education implemented in an environmental literacy course. Educational Sciences: Theory & Practice, 16, 459-476.
  • Reiss, M., Behr, M., Lesh, R. & Post, T. (1985). Cognitive Processes and Products in Proportional Reasoning. In L. Streefland (Ed.), Proceedings of the Ninth International Conference for the Psychology of Mathematics Education (pp. 352-356). Noordwijkerhout (Utrecht), Holland: PME.
  • Singh, P. (2000). Understanding the concepts of proportion and ratio constructed by two grade six students. Educational Studies in Mathematics, 43, 271-292
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There are 56 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Sadık Uslu 0000-0003-1175-277X

Burçak Boz Yaman 0000-0002-0922-3652

Publication Date September 1, 2021
Submission Date August 30, 2020
Acceptance Date May 18, 2021
Published in Issue Year 2021 Issue: 53

Cite

APA Uslu, S., & Boz Yaman, B. (2021). STEM Temelli Ders Planı Hazırlama Süreci ve Uygulama Sonuçları: Çevreci Sifon Etkinliği. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(53), 457-494. https://doi.org/10.9779/pauefd.787908