Research Article
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Year 2023, Volume: 6 Issue: 1, 29 - 41, 01.01.2023
https://doi.org/10.55290/steam.1152901

Abstract

References

  • Akçin, K. (2021). Sosyal girişimcilik [Social Entrepreneurship]. In S.Z. İmamoğlu & S. Erat (Eds.), Endüstri 4.0’dan Toplum 5.0’a dijitalleşmenin gücü [The power of digitalization form industry 4.0 to society 5.0] (pp.199-213]. Nobel Yayıncılık.
  • Aktamış, H., & Ergin, Ö. (2006). Fen eğitimi ve yaratıcılık [Science education and creativity]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 20(1), 77-83.
  • Bryan, L., & Guzey, S. S. (2020). K-12 STEM Education: An overview of perspectives and considerations. Hellenic Journal of STEM Education, 1(1), 5-15. https://doi.org/10.51724/hjstemed.v1i1.5
  • Çalışıcı S. (2018). 8.sınıf öğrencilerinin çevresel tutumlarına, bilimsel yaratıcılıklarına, problem çözme becerilerine ve fen başarılarına etkisi [The effects of stem applications on the environmental attitudes of the 8th year students, scientific creativity, problem solving skills and science achievements]. Master’s thesis, Gazi University.
  • Çetin, B. (2015). Öğrenme stillerine göre öğrencilerdeki girişimcilik becerilerinin incelenmesi [The examination of entrepreneurial skills on students according to learning styles]. Master’s thesis, Kırıkkale University.
  • Deveci, İ., & Çepni, S. (2014). Fen bilimleri öğretmen eğitiminde girişimcilik [Entrepreneurship in science teacher education]. Journal of Turkish Science Education, 11(2), 161-188. https://doi.org/10.12973/tused.10114a
  • Deveci, İ. (2018). E-STEM (Girişimcilik, Fen, Teknoloji, Mühendislik, Matematik) [E-STEM (Entrepreneurship, Science, Engineering, Mathematics]. In S. Çepni (Ed.), Kuramdan uygulamaya STEM+E+A eğitimi [STEM+E+A education from theory to practice] (pp.137-167). Pegem Akademi.
  • Drucker, P. (2014). Innovation and entrepreneurship. Routledge.
  • Erten, S., Özdemir, P., & Güler, T. (2003). Determination of the pre-school teachers’ levels of environmental awareness and the status of environmental education in these schools. In Proceedings of OMEP 2003 World Council and Conference, Turkey.
  • European Commission (2015a) Thematic working group on entrepreneurship education. Retrieved January 9, 2021, from https://www.tesguide.eu/policy-strategy/itemid/40911/
  • European Commission. (2015b). Q&A: Country-specific recommendations. Retrieved January 9, 2021, from https://ec.europa.eu/commission/presscorner/detail/en/MEMO_15_4968.
  • European Commission. (2018). On the digital education action plan. Retrieved January 9, 2021, from https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52018DC0022&rid=3
  • Ezeudu, F.O. Ofoegbu, T.O. & Anyaegbunnam, N.J. (2013). Restructuring STM (Science, Technology, and Mathematics) education for entrepreneurship. US-China Education Review A, 3(1), 27-32.
  • Güven, E. (2011). Çevre eğitiminde tahmin-gözlem-açıklama destekli proje tabanlı öğrenme yönteminin farklı değişkenler üzerine etkisi ve yönteme ilişkin öğrenci görüşleri [The effect of project based learning method supported by prediction- observation- explanation on different variables in environmental education and students’ views toward this method]. Ph.D. Dissertation, Gazi University.
  • Herdem, K., & Ünal, İ. (2018). Analysis of studies about STEM education: A meta-synthesis study. Journal of Educational Sciences, 48(48), 145-163. https://doi.org/10.15285/maruaebd.345486
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. & Carberry, A. (2011). Infusing engineering design into high school STEM courses. https://digitalcommons.usu.edu/ncete_publications/165/
  • Karakılçık, N., & Uçar, S. (2022). Bazı temel girişimcilik becerilerinin okul dışı öğrenme ortamlarında gelişiminin betimlenmesi [Describing the development of some basic entrepreneurial skills in out of school learning environments], Trakya Eğitim Dergisi, 12(1), 221-234. https://doi.org/10.24315/tred.886096
  • Konca-Şentürk, F. (2017). FeTeMM etkinliklerinin fen bilimleri dersindeki kavramsal anlama ve bilimsel yaratıcılık üzerindeki etkileri ve öğrenci görüşleri [Effects of STEM activities on conceptual understanding and scientific creativity in science course and student opinions]. Master’s thesis, Muğla Sıtkı Koçman University.
  • Middleton, W. K., Mueller, S., Blenker, P., Neergaard, H., & Tunstall, R. (2014, November). Experience-based learning in entrepreneurship education: A comparative study of four programmes in Europe. Research in Entrepreneurship and Small Business, 28, 1-15.
  • Ministry of National Education [MoNE]. (2009). Ortaöğretim girişimcilik dersi öğretim programı [Secondary education entrepreneurship currciulum]. Ankara: Milli Eğitim Bakanlığı.
  • Ministry of National Education [MoNE]. (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7, ve 8. sınıflar) [Science course curriculum (Primary and middle school 3, 4, 5, 6, 7, and 8th grades)]. Ankara.
  • Nambisan, S. (2014). Make entrepreneurship a part of education. Retrieved January 9, 2021, from https://archive.jsonline.com/news/opinion/make-entrepreneurship-a-part-of-education-b99214666z1-247680431.html/
  • National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education understanding the status and improving the prospects. National Academies Press, 234.
  • National Research Council [NRC]. (2012). A framework for K-12 Science education: Practices, crosscutting concepts, and core ideas. The National Academic Press.
  • Özcan, E. (2019). Sosyo-Bilimsel argümantasyon yönteminin öğrencilerin bilgileri günlük hayatla ilişkilendirme düzeylerine, girişimciliklerine ve sürdürülebilir fen bilimlerine yönelik tutumlarına etkisi [The effects of socio-scientific argumentation method on students' levels of relating knowledge with daily life, enterpreneurship and attitudes towards sustainable science]. Ph.D. Dissertation, Dokuz Eylül University.
  • Rina, L., Murtini, W., & Indriayu, M. (2019). Entrepreneurship education: Is it important for middle school students?. Dinamika Pendidikan, 14(1), 47-59. https://doi.org/ 10.15294/dp.v14i1.15126
  • Sahin, A., Ayar, M., & Adıguzel, T. (2014). STEM related After-school program activities and associated outcomes on student learning. Educational Sciences: Theory & Practice, 14(1), 309-322. https://doi.prg/10.12738/estp.2014.1.1876
  • Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, December/January, 20–26.
  • Shahin, M., Gonsalvez, C., Whittle, J., Chen, C., Li, L., & Xia, X. (2022). How secondary school girls perceive Computational Thinking practices through collaborative programming with the micro: bit. Journal of Systems and Software, 183, 111107. https://doi.org/10.1016/j.jss.2021.111107
  • Shaughnessy, J. J., Zechmeisteri E. B., & Zechmeister, J. S. (2006). Research methods in psychology (7th Edition). Mc Graw Hill Higher Education.
  • Turna, Ö., & Bolat, M. (2015). Eğitimde disiplinlerarası yaklaşımın kullanıldığı tezlerin analizi [An analysis of theses related to interdisciplinary approach in education]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 35-55.
  • Turgutalp, E. (2021). 8.sınıf basınç konusunda STEM öğretme-öğrenme modelinin uygulanmasının öğrenci başarısına ve girişimcilik becerisine etkisinin araştırılması [STEM teaching the subject of pressure in eight grade-a study of the implementation of the learning model’s impact on studetns’ success and entrepreneurial skills]. Master’s thesis, Uludağ University.
  • Uçar, S. (2020). Fen bilimleri öğretmen adaylarının sahip oldukları girişimci ile ilgili stereotip düşüncelerinin belirlenmesi: Girişimci çiz [Determination of strereotype opinions of science teacher candidates about entrepreneur: Draw entrepreneur]. Fen, Matematik, Girişimcilik ve Teknoloji Eğitimi Dergisi, 3(1), 25-40.
  • Uçar, S. (2020). Girişimcilik eğitimi temel eğitimden öğretmen eğitimine genel bakış [Overview of entrepreneurship to primary education to general education]. Akademisyen Kitabevi: Ankara.
  • Ürper, Y. (2015). Girişimcilik kavramı, çeşitleri ve girişimcilikte etik [The concept of entrepreneurship, entrepreneurship and ethics in entrepreneurship]. In Y. Ürper (Ed). Girişimcilik ve iş kurma [Entrepreneurship and business start-up] (pp. 2-21). Anadolu Yayıncılık.
  • Vocational Qualifications Authority [VQA]. (2015). Turkish qualifications framework. Retrieved January 9, 2021, from https://www.myk.gov.tr/images/articles/TYC/Yayinlar/TQF_Paper_EN.pdf.
  • Yurtseven, R. & Ergün, M. (2018). İlkokul öğrencilerinin girişimcilik becerilerinin geliştirilmesine yönelik öğretmen görüşleri [Teacher's opinions about development of entrepreneurship skills of primary school students]. International Journal of Social Science Research, 7(1), 118-140.

The Impact of Engineering Design-based Activities on Eighth-Grade Students' Environmental Awareness and Entrepreneurial Perceptions and Skills

Year 2023, Volume: 6 Issue: 1, 29 - 41, 01.01.2023
https://doi.org/10.55290/steam.1152901

Abstract

This study examined the impact of engineering design-based, thematic activities on 8th-grade students’ environmental awareness and entrepreneurial perceptions and skills. The engineering activities were designed to introduce topics and issues that are tied to energy conversion and environmental science. Thirty-seven students (21 girls, 16 boys) completed the activities and participated in the one-group pretest-posttest quasi-experimental study. The data were gathered using the Environmental Awareness Scale (EAS), Entrepreneurial Perception Scale (EPS), and student worksheets and artifacts. Entrepreneurial skills were assessed using the Entrepreneurial Skills Checklist (ESC). Descriptive statistics and paired-samples T-test were conducted for data analyses. Results showed a significant difference between students’ pre-test and post-test scores of the EAS and EPS which indicated that the engineering design-based activities greatly impacted the eighth-grade students' environmental awareness and entrepreneurship perceptions. These activities also contributed to the development of students' entrepreneurship skills such creativity, critical thinking, self-confidence, social skills and group work, leadership, decision-making, and risk-taking. This study offers insight into engineering design-based activities and promotes the development of students’ environmental awareness and entrepreneurial perceptions and skills in the middle school science classroom. 

References

  • Akçin, K. (2021). Sosyal girişimcilik [Social Entrepreneurship]. In S.Z. İmamoğlu & S. Erat (Eds.), Endüstri 4.0’dan Toplum 5.0’a dijitalleşmenin gücü [The power of digitalization form industry 4.0 to society 5.0] (pp.199-213]. Nobel Yayıncılık.
  • Aktamış, H., & Ergin, Ö. (2006). Fen eğitimi ve yaratıcılık [Science education and creativity]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 20(1), 77-83.
  • Bryan, L., & Guzey, S. S. (2020). K-12 STEM Education: An overview of perspectives and considerations. Hellenic Journal of STEM Education, 1(1), 5-15. https://doi.org/10.51724/hjstemed.v1i1.5
  • Çalışıcı S. (2018). 8.sınıf öğrencilerinin çevresel tutumlarına, bilimsel yaratıcılıklarına, problem çözme becerilerine ve fen başarılarına etkisi [The effects of stem applications on the environmental attitudes of the 8th year students, scientific creativity, problem solving skills and science achievements]. Master’s thesis, Gazi University.
  • Çetin, B. (2015). Öğrenme stillerine göre öğrencilerdeki girişimcilik becerilerinin incelenmesi [The examination of entrepreneurial skills on students according to learning styles]. Master’s thesis, Kırıkkale University.
  • Deveci, İ., & Çepni, S. (2014). Fen bilimleri öğretmen eğitiminde girişimcilik [Entrepreneurship in science teacher education]. Journal of Turkish Science Education, 11(2), 161-188. https://doi.org/10.12973/tused.10114a
  • Deveci, İ. (2018). E-STEM (Girişimcilik, Fen, Teknoloji, Mühendislik, Matematik) [E-STEM (Entrepreneurship, Science, Engineering, Mathematics]. In S. Çepni (Ed.), Kuramdan uygulamaya STEM+E+A eğitimi [STEM+E+A education from theory to practice] (pp.137-167). Pegem Akademi.
  • Drucker, P. (2014). Innovation and entrepreneurship. Routledge.
  • Erten, S., Özdemir, P., & Güler, T. (2003). Determination of the pre-school teachers’ levels of environmental awareness and the status of environmental education in these schools. In Proceedings of OMEP 2003 World Council and Conference, Turkey.
  • European Commission (2015a) Thematic working group on entrepreneurship education. Retrieved January 9, 2021, from https://www.tesguide.eu/policy-strategy/itemid/40911/
  • European Commission. (2015b). Q&A: Country-specific recommendations. Retrieved January 9, 2021, from https://ec.europa.eu/commission/presscorner/detail/en/MEMO_15_4968.
  • European Commission. (2018). On the digital education action plan. Retrieved January 9, 2021, from https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52018DC0022&rid=3
  • Ezeudu, F.O. Ofoegbu, T.O. & Anyaegbunnam, N.J. (2013). Restructuring STM (Science, Technology, and Mathematics) education for entrepreneurship. US-China Education Review A, 3(1), 27-32.
  • Güven, E. (2011). Çevre eğitiminde tahmin-gözlem-açıklama destekli proje tabanlı öğrenme yönteminin farklı değişkenler üzerine etkisi ve yönteme ilişkin öğrenci görüşleri [The effect of project based learning method supported by prediction- observation- explanation on different variables in environmental education and students’ views toward this method]. Ph.D. Dissertation, Gazi University.
  • Herdem, K., & Ünal, İ. (2018). Analysis of studies about STEM education: A meta-synthesis study. Journal of Educational Sciences, 48(48), 145-163. https://doi.org/10.15285/maruaebd.345486
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. & Carberry, A. (2011). Infusing engineering design into high school STEM courses. https://digitalcommons.usu.edu/ncete_publications/165/
  • Karakılçık, N., & Uçar, S. (2022). Bazı temel girişimcilik becerilerinin okul dışı öğrenme ortamlarında gelişiminin betimlenmesi [Describing the development of some basic entrepreneurial skills in out of school learning environments], Trakya Eğitim Dergisi, 12(1), 221-234. https://doi.org/10.24315/tred.886096
  • Konca-Şentürk, F. (2017). FeTeMM etkinliklerinin fen bilimleri dersindeki kavramsal anlama ve bilimsel yaratıcılık üzerindeki etkileri ve öğrenci görüşleri [Effects of STEM activities on conceptual understanding and scientific creativity in science course and student opinions]. Master’s thesis, Muğla Sıtkı Koçman University.
  • Middleton, W. K., Mueller, S., Blenker, P., Neergaard, H., & Tunstall, R. (2014, November). Experience-based learning in entrepreneurship education: A comparative study of four programmes in Europe. Research in Entrepreneurship and Small Business, 28, 1-15.
  • Ministry of National Education [MoNE]. (2009). Ortaöğretim girişimcilik dersi öğretim programı [Secondary education entrepreneurship currciulum]. Ankara: Milli Eğitim Bakanlığı.
  • Ministry of National Education [MoNE]. (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7, ve 8. sınıflar) [Science course curriculum (Primary and middle school 3, 4, 5, 6, 7, and 8th grades)]. Ankara.
  • Nambisan, S. (2014). Make entrepreneurship a part of education. Retrieved January 9, 2021, from https://archive.jsonline.com/news/opinion/make-entrepreneurship-a-part-of-education-b99214666z1-247680431.html/
  • National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education understanding the status and improving the prospects. National Academies Press, 234.
  • National Research Council [NRC]. (2012). A framework for K-12 Science education: Practices, crosscutting concepts, and core ideas. The National Academic Press.
  • Özcan, E. (2019). Sosyo-Bilimsel argümantasyon yönteminin öğrencilerin bilgileri günlük hayatla ilişkilendirme düzeylerine, girişimciliklerine ve sürdürülebilir fen bilimlerine yönelik tutumlarına etkisi [The effects of socio-scientific argumentation method on students' levels of relating knowledge with daily life, enterpreneurship and attitudes towards sustainable science]. Ph.D. Dissertation, Dokuz Eylül University.
  • Rina, L., Murtini, W., & Indriayu, M. (2019). Entrepreneurship education: Is it important for middle school students?. Dinamika Pendidikan, 14(1), 47-59. https://doi.org/ 10.15294/dp.v14i1.15126
  • Sahin, A., Ayar, M., & Adıguzel, T. (2014). STEM related After-school program activities and associated outcomes on student learning. Educational Sciences: Theory & Practice, 14(1), 309-322. https://doi.prg/10.12738/estp.2014.1.1876
  • Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, December/January, 20–26.
  • Shahin, M., Gonsalvez, C., Whittle, J., Chen, C., Li, L., & Xia, X. (2022). How secondary school girls perceive Computational Thinking practices through collaborative programming with the micro: bit. Journal of Systems and Software, 183, 111107. https://doi.org/10.1016/j.jss.2021.111107
  • Shaughnessy, J. J., Zechmeisteri E. B., & Zechmeister, J. S. (2006). Research methods in psychology (7th Edition). Mc Graw Hill Higher Education.
  • Turna, Ö., & Bolat, M. (2015). Eğitimde disiplinlerarası yaklaşımın kullanıldığı tezlerin analizi [An analysis of theses related to interdisciplinary approach in education]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 35-55.
  • Turgutalp, E. (2021). 8.sınıf basınç konusunda STEM öğretme-öğrenme modelinin uygulanmasının öğrenci başarısına ve girişimcilik becerisine etkisinin araştırılması [STEM teaching the subject of pressure in eight grade-a study of the implementation of the learning model’s impact on studetns’ success and entrepreneurial skills]. Master’s thesis, Uludağ University.
  • Uçar, S. (2020). Fen bilimleri öğretmen adaylarının sahip oldukları girişimci ile ilgili stereotip düşüncelerinin belirlenmesi: Girişimci çiz [Determination of strereotype opinions of science teacher candidates about entrepreneur: Draw entrepreneur]. Fen, Matematik, Girişimcilik ve Teknoloji Eğitimi Dergisi, 3(1), 25-40.
  • Uçar, S. (2020). Girişimcilik eğitimi temel eğitimden öğretmen eğitimine genel bakış [Overview of entrepreneurship to primary education to general education]. Akademisyen Kitabevi: Ankara.
  • Ürper, Y. (2015). Girişimcilik kavramı, çeşitleri ve girişimcilikte etik [The concept of entrepreneurship, entrepreneurship and ethics in entrepreneurship]. In Y. Ürper (Ed). Girişimcilik ve iş kurma [Entrepreneurship and business start-up] (pp. 2-21). Anadolu Yayıncılık.
  • Vocational Qualifications Authority [VQA]. (2015). Turkish qualifications framework. Retrieved January 9, 2021, from https://www.myk.gov.tr/images/articles/TYC/Yayinlar/TQF_Paper_EN.pdf.
  • Yurtseven, R. & Ergün, M. (2018). İlkokul öğrencilerinin girişimcilik becerilerinin geliştirilmesine yönelik öğretmen görüşleri [Teacher's opinions about development of entrepreneurship skills of primary school students]. International Journal of Social Science Research, 7(1), 118-140.
There are 37 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mehmet Ali Küpeli 0000-0003-4953-2617

Sedef Canbazoğlu Bilici 0000-0001-7395-6984

S.selcen Guzey 0000-0002-7982-3960

Early Pub Date December 27, 2022
Publication Date January 1, 2023
Submission Date August 2, 2022
Acceptance Date September 13, 2022
Published in Issue Year 2023 Volume: 6 Issue: 1

Cite

APA Küpeli, M. A., Canbazoğlu Bilici, S., & Guzey, S. (2023). The Impact of Engineering Design-based Activities on Eighth-Grade Students’ Environmental Awareness and Entrepreneurial Perceptions and Skills. Journal of STEAM Education, 6(1), 29-41. https://doi.org/10.55290/steam.1152901

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