The effect of STEM roles on the solution of daily life problems

Salih Gülen

doi:10.17275/per.19.11.6.2

EN

The effect of STEM roles on the solution of daily life problems

Abstract

The main purpose of this research is to determine the effect of STEM roles on the solution of daily life problems and academic achievement. Mixed method was used in the study. An experimental study was conducted in the quantitative dimension of the research, while a fully structured STEM activity form was used in the qualitative dimension. 38 people participated in the study by analogue sampling method. STEM roles brochure, STEM roles activity form and academic achievement test were used in the research. The data of the measurement tools used in the study were analyzed with the help of Microsoft Excel program and SPSS. Descriptive and content analyzes and techniques such as Mann-Whitney U Test and percentage values were used. It was determined that STEM disciplines and STEM roles had a significant effect on the solution of daily life problems. It was found that participants lifted the stone in the middle of the field with a lever which was section (meters) and removed the elephant using pulley, depending on the number of ropes. It was determined that the participants lifted a lot of load by applying less force. Furthermore, it was determined that STEM roles did not have any effect on increasing academic achievement according to the current curriculum. In line with these results, suggestions were presented.

Keywords

Science,STEM education,STEM roles,Daily life problems,Academic achievement

References

Arık, S., & Yılmaz, M. (2017). Attitudes of science teachers towards environmental problems and their metaphorical perceptions for environmental pollution. Kastamonu Education Journal, 25(3), 1147-1164.
Breiner, J. M., Harkness, S. S., Johnson, C. C., & 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
Büyüköztürk, Ş. (2009). Manual of data analysis for social sciences. Ankara: Pegem Academy.
Cakir, R., & Ozan, C. E. (2018). STEM activities on 7th grade students' academic achievements, reflective thinking skills and motivation. Gazi University Journal of Gazi Faculty of Education, 38 (3), 1077-1100.
Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: Science technology engineering mathematics. Washington: Georgetown University Center on Education and the Workforce.
Çepni, S. (2010). Introduction to research and project work. Trabzon: Celepler Printing.
Çepni, S. (2018). STEM training from theory to practice. Ankara: Pegem akademi
Çevik, M. (2018). Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students. Pegem Journal of Education and Training, 8(2), 281-306. DOI: 10.14527/pegegog.2018.012
Connolly, M. R., Lee, Y-G., & Savoy, J. N. (2018). The effects of doctoral teaching development on early-career stem scholars’ college teaching self-efficacy. Life Sciences Education, 17(1), 1-15. https://doi.org/10.1187/cbe.17-02-0039
Creswell, J.W. (2013). Qualitative research methods (Trans. Ed.: Whole, M., & Demir, S.B.). Ankara: Political Publications Distribution.

Creswell, J.W. (2017). Introduction to mixed method research (Trans. Ed.: Sözbilir, M) Ankara: Pegem Akademi Publications.
Demirkuş, N. (2019). Important concepts in biology. http://www.biyolojiegitim.yyu.edu.tr/ders/kav.htm Accessed on 12.07.2019
Glesne, C. (2013). Introduction to qualitative research (Trans. Ed .: Ersoy, A., & Yalcinoglu, P.). Ankara: Anı Publishing.
Gülen, S. & Yaman, S. (2019). The effect of integration of STEM disciplines into Toulmin's argumentation model on students’ academic achievement, reflective thinking, and psychomotor skills. Journal of Turkish Science Education, 16(2), 216-230. DOI: 10.12973/tused10276a
Gülen, S., & Yaman, S. (2018). Argumentation process and use of STEM disciplines in science lesson; focus group interview. YYU Journal of Education, 15(1), 1184-1211.http://dx.doi.org/10.23891/efdyyu.2018.101
Gülen, S. (2018). Determination the effect of STEM-integrated argumentation based science learning approach in solving daily life problems. World Journal on Educational Technology: Current Issues, 10(4), 95–114.
Güven, Ç., Selvi, M. Benzer, S. (2018). Teaching applications' based on 7E learning model centered STEM activity effect on academic achievement. Journal of Social Sciences of Mus Alparslan University, 6, 73-80.
Herdem, K., & Ünal, İ. (2018). Analysis of studies about STEM education: A meta-synthesis study. Journal of Educational Sciences, 48(48), 145-163. DOI: 10.15285/maruaebd.381417
Johnson, C. C. (2012). Implementation of STEM education policy: Challenges, progress, and lessons learned. School Science and Mathematics, 112(1), 45-55. https://doi.org/10.1111/j.1949-8594.2011.00110.x
Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95:877–907. https://doi.org/10.1002/sce.20441
Merriam, S. B. (2013). A guide for qualitative research design and implementation (Trans. Ed.: Turan, S.). Ankara: Nobel Publishing.
Metin, M. (2014). Scientific research methods in education from theory to practice. Ankara: Pegem Academy Publishing
Miles, B. M., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). London: Sage Publication.Ministry of National Education (MoNE), (2018). Elementary and secondary school 3, 4, 5, 6, 7 and 8 grades science curriculum. Ankara: MoNE publications
Olson, S., & Labov, J. (2014). STEM Learning is everywhere: Summary of convocation on building learning systems. California: National Academies Press
Ong, M., Smith, J. M., & Ko, L. T. (2017). Counter spaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55(2), 206-245.https://doi.org/10.1002/tea.21417
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
Roccas, S., & Brewer, M. B. (2002). Social identity complexity. Personality and social psychology review, 6, 88–106.
Rosenhal, L., Londra, B., Levy, S. R., & Lobel, M. (2011). The roles of perceived identity compatibility and social support for women in a single-sex STEM program at a co-educational university. Journal of Nonverbal Behavior, 65(9-10), 725-736.
Sanders, M. E. (2009). STEM, STEM education, STEMmania, the technology Teacher, December/January, 20-26.
Subramaniam, M. M., Ahn, J., Fleischmann, K. R., & Druin, A. (2012). Reimagining the role of school libraries in STEM education: Creating hybrid spaces for exploration. The Library Quartery, 82(2). 161-182. https://doi.org/10.1086/664578
Tai, R. T., Liu, C. Q., Maltese, A. V., & Fan, X. T. (2006, May 26). Planning early for careers in science. Science, 312(5777), 1143–1144.
West, M. (2012). STEM education and the workplace. Office of the chief scientist occasional paper series, 4, 1-4.
Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Salih Gülen ^*
0000-0001-5092-0495
Türkiye

Publication Date

December 1, 2019

Submission Date

July 26, 2019

Acceptance Date

September 18, 2019

Published in Issue

Year 2019 Volume: 6 Number: 2

DOI

https://doi.org/10.17275/per.19.11.6.2

IZ

https://izlik.org/JA73LW34GL

APA

Gülen, S. (2019). The effect of STEM roles on the solution of daily life problems. Participatory Educational Research, 6(2), 37-50. https://doi.org/10.17275/per.19.11.6.2