Evaluation of Teacher Candidates' Metaphorical Perceptions Regarding STEM Education Concepts

Year 2024, Volume: 7 Issue: 1, 39 - 54, 31.01.2024

Fatma Bulut Atalar , Mustafa Ergun

https://doi.org/10.55290/steam.1382742

Abstract

This study aimed to examine the metaphorical perceptions of science teacher candidates regarding STEM education. Participants were given four-week STEM Application Training, which included STEM activities. In line with the answers given to the metaphor before and after the training, opinions about STEM education were determined and possible changes were examined. The method of the research was determined as a case study. In the study, it was determined that one-third of the participants had never heard of STEM education before. However, STEM education is mostly associated with metaphors such as "life, game, scientific game, invention, universe, imagination, machine, transition from abstract to concrete, science, puzzle, textbook, different perspective and dream". While 41 different metaphors were produced for STEM before the training, this number increased to 50 after the training. At the end of the training, participants' negative metaphors about STEM were replaced by positive ones, four of the categories remained the same and six categories changed. In the study, it was concluded that ideas about the purpose of STEM education were formed.

Keywords

STEM, metaphor, pre-service teacher

Supporting Institution

Mathematics and Science Education Department, Ondokuz Mayıs University, Samsun, Turkey

References

• Aladak, K.B.D., Zorluoglu, S.L. & Yapucuoglu, M.D. (2018). STEM: öğretmenlerin metaforik algıları [STEM: Metaphorical perceptions of teachers]. Akdeniz Egitim Arastirmalari Dergisi, 12(26), 80-98. https://doi.org/10.29329/mjer.2018.172.5
• Acar, D., Ecevit, T., & Buyuksahin, Y. (2020). Fen bilimleri öğretmen adaylarının STEM eğitimine yönelik metaforik algıları [Pre-Service science teachers’ metaphoric perceptions toward STEM education] Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 21(3), 1839-1873. https://doi.org/10.29299/kefad.768397
• Bozkurt-Altan, E., Yamak, H. & Bulus-Kirikaya E. (2016). FeTeMM eğitim yaklaşımının öğretmen eğitiminde uygulanmasına yönelik bir öneri: tasarım temelli fen eğitimi [ A proposal of the STEM education for teacher training: design based science education]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 212-232.
• Bybee, R. W. (2010). Advancing STEM education: a 2020 vision. Technology and Engineering Teacher, 70(1), 30-35. Bybee, R. W. (2013). The case for STEM education: challenges and oppurtunities. NSTA Press.
• Cerit, Y. (2008). Öğretmen kavrami ile ilgili metaforlara ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri [Students, teachers and administrators’ views on metaphors with respect to the concept of teacher] Türk Eğitim Bilimleri Dergisi, 6(4), 693-712.
• Creswell, J.W. (2008). Educational Research planning, conducting, and evaluating qualitative research (3rd Ed.). NJ:Pearson Education.
• Cevik, M. (2017). Content analysis of STEM-focused education research in Turkey. Türk Fen Eğitimi Dergisi, 14(2), 12-26. https://doi.org/10.12973/tused.10195a
• Dos, I. (2010). Aday öğretmenlerin müfettişlik kavramına ilişkin metafor algıları [Metaphoric perceptions of candidate teachers to the concept of inspectors]. University of Gaziantep Journal of Social Sciences, 9(3), 607-629.
• Edzie, R.M. (2014). Exploring the factors that influence and motivate female students to enroll and persist in collegiate STEM degree programs: A mixed methods study. Ph.D. theses, University of Nebraska, Lincoln.
• Ergun, A., Kiyici G. (2019). Fen bilgisi öğretmeni adaylarının STEM eğitimine ilişkin metaforik algıları [Metaphorical perceptions of science course teacher candidates of STEM education]. Kastamonu Eğitim Dergisi, 27(6), 2513-2527. https://doi.org/10.24106/kefdergi.3405
• Eroglu, S., Bektas, O. (2016). STEM eğitimi almış fen bilimleri öğretmenlerinin stem temelli ders etkinlikleri hakkındaki görüşleri [Ideas of science teachers took STEM education about STEM based activities]. Eğitimde Nitel Araştırmalar Dergisi, 4(3), 43-67.
• Gokbayrak, S., Karısan, D. (2017). Altıncı sınıf öğrencilerinin fetemm temelli etkinlikler hakkındaki görüşlerinin incelenmesi [Exploration of sixth grade students’ views on STEMM based activities]. Alan Eğitimi Araştırmaları Dergisi, 3(1), 25-40.
• Gokce, S., & Aydoğan Yenmez, A. (2020). Pre-service teachers' metaphoric perceptions regarding STEM education. International Journal of Education Technology and Scientific Researches, 5(12), 1133-1161.
• Gulhan, F., & Sahin, F. (2020). Ortaokul öğrencilerinin STEAM (bilim, teknoloji, mühendislik, matematik, sanat) alanlarıyla ilgili algılarının metaforlar aracılığıyla belirlenmesi [The determination of secondary school students’ perceptions about STEAM fields via metaphors]. Düzce Üniversitesi Sosyal Bilimler Dergisi, 10(1), 131-148.
• Gomleksiz, M. N., & Yavuz, S. (2018). Fen bilgisi öğretmen adaylarının STEM eğitimine yönelik metaforik algıları. E R P A International Congresses on Education, İstanbul, Türkiye. Idin, Ş. (2017). Örnek ve uygulama destekli fen öğretiminde disiplinler arası beceri etkileşimi. E. Kandemir (ed.), STEM Yaklaşımı ve Eğitime Yansımaları (pp. 255-282). Pegem Akademi.
• Kazu, İ. Y. & Isik, S. N. (2020). The metaphorical perceptions of science teachers regarding STEM education. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 6(3), 359-372.
• Kizilay, E. (2018). STEM alanlarının birbirleri ile ilişkisi hakkında fen bilgisi öğretmen adaylarının görüşleri [Pre-service science teachers’ opinions about the relationship of stem fields]. Eğitim ve Toplum Araştırmaları Dergisi, 5(2), 174-186.
• Ministry of National Education [MoNE] (2015). Milli Eğitim Bakanlığı 2015-2019 yılı stratejik planı [Ministry of National Education 2015–2019 strategic plan]. http://sgb.meb.gov.tr/meb_iys_dosyalar/2015_09/10052958_10.09.2015sp17.15imzasz.pdf
• Ministry of National Education [MoNE] (2016). STEM eğitimi raporu [STEM education report]. Innovation and Educational Technologies General Directorate. Ankara. https://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf. Ministry of National Education [MoNE]. (2018). İlköğretim kurumları fen bilimleri dersi öğretim programı [Science course curriculum].
• Merriam, S. B. (2013). Nitel araştırma: desen ve uygulama için bir rehber [Qualitative Research: A Guide to Design and Implementation] (3. Baskıdan Çeviri, Çeviri Editörü: S. Turan). Nobel Yayın Dağıtım.
• Miaoulis, I. (2009). Engineering the K-12 curriculum for technological innovation. IEEE-USA Today’s Engineer Online. http://www.todaysengineer.org/2009/Jun/K-12-curriculum.asp
• Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
• Oxford, R. L., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R. Z., Saleh, A. & Longhini, A. (1998). Clashing metaphors about classroom teachers: toward a systematic typology for the language teaching field. System, 26, 3-50. https://doi.org/10.1016/S0346-251X(97)00071-7
• Penner, D., Giles, N., Lehrer, R., & Schauble, L. (1997). Building functional models: designing an elbow. Journal of Research in Science Teaching, 34, 125–143.
• Penner, D. E., Lehrer, R., & Schauble, L. (1998). From physical models to biomechanical systems: a design-based modeling approach. Journal of the Learning Sciences, 7(3&4), 429-449.
• Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is adding the enough? Investigating the impact of K-12 engineering standards on the implementation of STEM integration. School Science and Mathematics, 112, 31-44.
• Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.
• Silverman, D., (2000). Doing qualitative research: a practical handbook. SAGE Publication.
• Tezel, Ö. & Yaman, H. (2017). FeTeMM eğitimine yönelik Türkiye’de yapılan çalışmalardan bir derleme [A review of studies on STEM education in Turkey]. Eğitim ve Öğretim Araştırmaları Dergisi, 6(1), 135-145.
• Thomas, T. A., (2014). Elementary teachers’ receptivity to ıntegrated science, technology, engineering, and mathematics (STEM) education in the elementary grades. Ph.D. thesis, University of Nevada, Reno.
• Timur, B., Inancli, E. (2018). Fen bilimleri öğretmen ve öğretmen adaylarının STEM eğitimi hakkındaki görüşleri [Science teacher and teacher candidates' opinions about STEM education]. Uluslararası Bilim ve Eğitim Dergisi, 1(1), 48-66.
• White, D. W. (2014). What is STEM education and why is it important? Florida Association of Teacher Educators Journal, 1(14), 1-8.
• Yamak, H., Bulut, N. & Dundar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi [The impact of STEM activities on 5th grade students' scientific process skills and their attitudes towards science]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265. https://doi.org/10.17152/gefd.15192
• Yildirim, A., & Simsek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. baskı). Seçkin Yayıncılık.
• Zengin, E. & Ugras, M. (2019). Sınıf öğretmen adaylarının STEM eğitimine ilişkin metaforik algilarinin belirlenmesi [Determination of Class Teacher Candidates Methodoric Perceptions of Stem Education]. EKEV Akademi Dergisi, 77, 57-76.