Learning With STEM Is Not Difficult At All!

Year 2023, Volume: 6 Issue: 1, 42 - 60, 01.01.2023

Mustafa Çevik , Özge Çevik , Yunus Basar , Büşra Biçer

https://doi.org/10.55290/steam.1177432

Abstract

The aim of this study is to teach how to design a circuit using simple electrical circuit elements with a STEM activity conducted with 4 students with learning difficulties studying at a primary school located in the southern region of Anatolia. The study was carried out in the form of extracurricular activities focused on science lessons on the subject of simple electrical circuits for 8 class hours over a period of 2 weeks. After the quantitative stage of the study, which was designed as a mixed method design, the qualitative stage was conducted In the study, a STEM process rubric was used as the quantitative data collection tool, while an observation form and interview form were used as the qualitative data collection tools. At the end of the study, it was determined through interviews that the STEM activities made a significant academic contribution to the participants, that they had a lot of fun while learning, and that they did not easily forget what they had learned. The participants, who stated that the activities benefited them academically in science and mathematics, also reported that they used the knowledge about science and mathematics they gained here in other subjects as well.
.

Keywords

STEM, learning disability, science education, primary school

References

• Akarsu, M., Kızılaslan, A., & Şimşek, Ö. (2022). An inclusive tactile based STEM activity for students with visual impairment: an electromagnet design, Science Activities, Online First, https://doi.org/10.1080/00368121.2021.2025026
• Alston, R., Bell, T., & Hampton, J. (2002). Learning disability and career entry into the sciences: A critical analysis of attitudinal factors. Journal of Career Development, 28(4), 263–275.
• Apanasionok, M. M., Hastings, R. P., Grindle, C. F., Watkins, R. C., & Paris, A. (2019). Teaching science skills and knowledge to students with developmental disabilities: A systematic review. Journal of Research in Science Teaching, 56(7), 847-880. https://doi.org/10.1002/tea.21531.
• Balçın, M. D., & Yıldırım, M. (2021). Evaluation of the STEM Practices: The science courses of inclusive students. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(2), 307-341. https://doi.org/10.21565/ozelegitimdergisi.660695
• Basham, J. D., & Marino, M. T. (2010). Introduction to the topical issue: Shaping STEM education for all students. Journal of Special Education Technology, 25(3), 1. Batu, S., & Kırcaali-İftar, G. (2006). Kaynaştırma [Inclusion]. KÖK Publishing.
• 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, Volume 12.
• Bellman, S., Burgstahler, S., & Hinke, P. (2015). Academic coaching: outcomes from a pilot group of postsecondary stem students with disabilities. Journal of Postsecondary Education and Disability, 28(1), 103-108.
• Biçer, A., (2019). STEM yaklaşımına dayalı elektrik devre elemanları konusu öğretiminin 5. sınıf özel öğrenme güçlüğü olan öğrencilerin akademik başarılarına ve kalıcılığına etkisi[The effect of STEM approach based electrical circuıt elements teaching on the academic achievement of 5th grade students with specific learning disabilities. [Unpublished Master’s Thesis], Aksaray University.
• Botsas, G. (2017). Differences in strategy use in the reading comprehension of narrative and science texts among students with and without learning disabilities. Learning Disabilities: A Contemporary Journal, 15(1), 139-162.
• Boyle, J. R. (2011). Strategic note-taking for inclusive middle school science classrooms. Remedial and Special Education, 34(2), 78-90. https://doi.org/10.1177/0741932511410862
• Bryan, L.A., Moore, T.J., Johnson, C.C., & Roehrig, G.H. (2016). Integrated STEM education. In C.C. Johnson, E.E. Peters-Burton & T.J. Moore (Eds.), In STEM road map a framework for integrated STEM education (pp. 23- 37). New York: Routledge.
• Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996.
• Caseau, D., & Norman, K. (1997). Special education teachers use science-technology-society (STS) themes to teach science to students with learning disabilities. Journal of Science Teacher Education, 8(1), 55-68. https://doi.org/10.1023/A:1009453403131
• Corlu, M. A., & Aydin, E. (2016). Evaluation of learning gains through integrated STEM projects. International Journal of Education in Mathematics, Science and Technology, 4(1), 20-29.
• Creswell, J. W. (2012). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
• Çevik, M. (2017, May). Effects of the project based STEM (science, technology, engineering and mathematics) approach on academic achievement and attitude of students with intellectual disability in vision arts course. The Ninth International Congress of Educational Research.
• 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 Eğitim ve Öğretim Dergisi, 8(2), 281-306, http://dx.doi.org/10.14527/pegegog.2018.012
• Çevik, M. (2020). Proje tabanlı öğrenme yaklaşımı ile STEM Eğitimi[STEM education with project-based learning approach]. Çevik, M. (Ed.) Ders planları kurgusunda öğretme öğrenme yaklaşımlarıyla uygulamalı STEM eğitimi[Applied STEM education with teaching-learning approaches in lesson plans]. Nobel Akademik Yayıncılık.
• Çevik, M., Düzgün, M., & Öztaş, E. B. (2016). Effects of the intelligence games approaches on academic achievement and attitude of students with mild mental retardation in mathematics course. In 8th World Conference on Educational Sciences.
• Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171),74-85.
• Dedeoğlu, S., Durali, S. & Tanrıverdi-Kış, A. (2004). The thoughts and suggestions of the 3rd and 4th undergraduates students and graduated students of the Special Education Department about special education programs, teacher training and education faculties. Ankara University Faculty of Educational Sciences Journal of Special Education, 5(1), 47-55. https://doi.org/10.1501/Ozlegt_0000000074
• Dugger, E. W. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research, Australia.
• Dunn, C., Rabren, K. S., Taylor, S. L., & Dotson, C. K. (2012). Assisting students with high-incidence disabilities to pursue careers in science, technology, engineering, and mathematics. Intervention in School and Clinic, 48(1), 47-54.
• 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’s Thesis], Kırıkkale University.
• Ergün, A., & Balçın, M. D. (2019). The effects of problem-based STEM applications on academic success. The Journal of Limitless Education and Research, 4(1), 40-63.
• Eriksson, L., Welander, J., & Granlund, M. (2007). Participation in everyday school activities for children with and without disabilities. Journal of Developmental and Physical Disabilities, 19(5), 485–502.
• Gökbayrak, S., & Karışan, D. (2017). STEM etkinliklerinin fen bilgisi öğretmen adaylarının bilimsel süreç becerilerine etkisi [An investigation of the effects of STEM based activities on preservice science teacher’s science process skills]. Batı Anadolu Eğitim Bilimleri Dergisi, 8(2), 63-84.
• Gwon- Suk, K., & Sun Young, C. (2012). The effects of the creative problem solving ability and scientific attitude through the science-based STEM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216- 226.
• Hasse, J. (2011). How to develop a STEM career when you have a disability. Careers and communities for talented people with disabilities. Retrieved from http://community.gettinghired. com/blogs/perfectlyable/archive/2011/03/14/how-to-developa-stem-career-when-you-have-a-disability.aspx
• Hwang, J., & Taylor, J. C. (2016). Stemming on STEM: A STEM education framework for students with disabilities. Journal of Science Education for Students with Disabilities, 19(1), . 39-49.
• Kaplan, S. (2019). Dezavantajlı STEM uygulamalarına ilişkin öğrenci görüşleri. [Student views on disadvantaged STEM practices]. [Unpublished Master’s Thesis], Dicle University. Kennedy, T., & Odell, M. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
• Lamb, R., Akmal, T., & Petrie, K. (2015). Development of a cognition‐priming model describing learning in a STEM classroom. Journal of Research in Science Teaching, 52(3), 410–437. https://doi.org/10.1002/tea.21200
• Lee, A. (2011). Postsecondary science, engineering, and mathematics (STEM) enrollment comparisons for students with and without disabilities. Career Development for Exceptional Individuals, 34(2), 72–82.
• 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. https://doi.org/10.1080/00940771.2017.1297663
• Ludlow, B. (2013). Growing STEM as a pathway to the future. Teaching Exceptional Children, 45(4), 4.
• Lynch, S., Taymans, J., Watson, W. A., Ochsendorf, R. J., Pyke, C., & Szesze, M. J. (2007). Effectiveness of a highly rated science curriculum unit for students with disabilities in general education classrooms. Exceptional Children, 73(2), 202-223. https://doi.org/10.1177/001440290707300205
• 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
• McClain, M. L. (2015). The effect of STEM education on mathematics achievement of fourth-grade underrepresented minority students. Doctoral Dissertation, Capella University, Minneapolis.
• MoNE [Ministry of National Education] (1997). 573 Sayılı özel eğitim hakkında kanun hükmünde kararname [Decree Law No. 573 on Special education].
• MoNE [Ministry of National Education] (2018). Primary education institutions (primary schools and secondary schools) science course curriculum (3rd, 4th, 5th, 6th, 7th and 8th grades). Board of Education and Discipline. Ankara.
• Murphy, T. P., & Mancini- Samuelson, G. J. (2012). Graduating STEM component and confident teachers: The creation of a STEM certificate for elementary education majors. Journal of College Science Teaching, 42(2), 18- 23.
• National Joint Committee on Learning Disabilities. (1983). Learning disabilities: Issues on definition. A Position Paper of the National Joint Committee on Learning Disabilities, January 30, 1981. Learning Disability Quarterly, 42-44.
• National Science Foundation. (2002). NSF’s program for persons with disabilities: A decade of innovation and progress. Retrieved from http://www.nsf.gov/pubs/2002/nsf02094/nsf02094.pdf.
• Next Generation Science Standards [NGSS] (2013). https://www.nextgenscience.org/
• Rule, A., Stefanich, G., Hadelhuhn, C., & Peiffer, B. (2009). A working conference on students with disabilities in STEM coursework and careers. Retrieved from ERIC database. (ED505568)
• Smith, B. R., Spooner, F., Jimenez, B. A., & Browder, D. (2013). Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities. Education and Treatment of Children, 36(1), 1-31. http://dx.doi.org/10.1353/etc.2013.0002
• STEM Implementation Rubric. (2017). Retrieved from: https://www.calstate.edu/impact-of-the-csu/teacher-education/ngei/Documents/technical-supplements/3.1%20Monterey%20Bay%20STEM%20Rubric.pdf
• STEM School Progress Rubric. (2019). Retrieved from: https://www.dpi.nc.gov/media/8397/download
• Tarhan, R. (2019). The problems faced by special education teachers in science education for students with intellectual disabilities and the examination of these problems in terms of various variables (Thesis Number: 573695) [Master’s Thesis, Ağrı İbrahim Çeçen University].
• Taylor, J. C., Rizzo, K. L., Hwang, J., & Hill, D. (2019). A review of research on science instruction for students with autism spectrum disorder. School Science and Mathematics, 120(2),116-125. https://doi.org/10.1111/ssm.12388
• Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta.analysis. Learning Disabilities Research & Practice, 26(4), 188-203. https://doi.org/10.1111/j.1540-5826.2011.00340.x
• Thornton, A., McKissick, B. R., Spooner, F., Lo, Y. Y., & Anderson, A. L. (2015). Effects of collaborative preteaching on science performance of high school students with specific learning disabilities. Education and Treatment of Children, 38(3), 277-304.
• Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215. https://doi.org/10.1080/14703297.2012.737117
• Wosu, S. N. (2013, June). Impact of academic performance improvement (API) skills on math and science achievement gains. In 2013 ASEE Annual Conference & Exposition (pp. 23-683).
• Yuen, T. T., Mason, L. L., & Gomez, A. (2014). Collaborative robotics projects for adolescents with autism spectrum disorders. Journal of Special Education Technology, 29(1), 51–62.
• Zorluoğlu, S., & Sözbilir, M. (2017). Görme yetersizliği olan öğrencilerin öğrenmelerini destekleyici ihtiyaçlar [The needs that support the learning of visually impaired students]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 659-682. https://doi.org/10.24315/trkefd.279369