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Fen Bilimleri Dersine STEM Entegrasyonu Etkinliklerinin 5. Sınıf Öğrencilerinin Bilimsel Yaratıcılıklarına Etkisi

Year 2018, Volume: 8 Issue: 4, 40 - 59, 29.12.2018
https://doi.org/10.19126/suje.423105

Abstract

Son yıllarda eğitim dünyasında önemi artan STEM
eğitiminin, sınıfta nasıl uygulanabileceği ve öğrenciler üzerindeki potansiyel
etkileri önemli birer araştırma konusu olmuştur. Bu araştırmanın problemi “Fen
Bilimleri dersine STEM entegrasyonu etkinliklerinin 5. sınıf öğrencilerinin
bilimsel yaratıcılıklarına etkisi nasıldır?” olarak belirlenmiştir. Durum
çalışmasının kullanıldığı araştırma, 2014-2015 eğitim-öğretim yılında
İstanbul’daki bir ortaokulda uygulanmıştır. Üç üniteye yönelik altı STEM
etkinliğinin on iki hafta süresince uygulandığı araştırmada etkinlikler, araştırmacılar
tarafından tasarlanmıştır. Öğrenciler heterojen yapıdaki işbirlikli takımlarla,
problemlere çözüm olabilecek tasarımlar yapmışlardır. Araştırmada kullanılan
veri toplama araçları; “bilimsel yaratıcılık soruları”, “öğrenci günlükleri”,
“tasarım kâğıtları”, “fotoğraflar ve sunum videoları”dır. Bu dokümanlar
“bilimsel yaratıcılık rubriği” ve “ürün değerlendirme rubriği” ile analiz
edilmiştir. Araştırmada STEM etkinliklerinin; öğrencilerin bilimsel
yaratıcılıklarına sınırlı düzeyde etkisinin olduğu, en üst yaratıcılık düzeyi
olan “yansıtıcı düşünme katmanı”nın gelişiminde daha etkili olduğu sonucuna
varılmıştır. 

References

  • Aktamış, H. ve Ergin, Ö. (2006). Fen eğitimi ve yaratıcılık. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 20, 77-83.
  • Baran, E., Canbazoğlu Bilici, S., Mesutoğlu, C. & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
  • Barak, M. & Doppelt, Y. (2000). Using portfolios to enhance creative thinking. The Journal of Technology Studies, 26(2), 16-25.
  • Barcelona, K. (2014). 21st century curriculum change initiative: A focus on STEM education as an integrated approach to teaching and learning. American Journal of Educational Research. 2(10), 862-875.
  • Barlex, D. (2007). Creativity in school design & technology in England: A discussion of influences. International Journal of Technology and Design Education, 17(2), 149-162.
  • Baysal, Z. N., Kaya, N. B. ve Üçüncü, G. (2013). İlkokul dördüncü sınıf öğrencilerinde bilimsel yaratıcılık düzeyinin çeşitli değişkenler açısından incelenmesi. Eğitim Bilimleri Dergisi, 38, 55-64.
  • Cantrell, P., Pekcan, G., Itani, A., & Velasquez-Bryant, N. (2006). The effects of engineering modules of student learning in middle school science classrooms. Journal of Engineering Education, 95(4), 301-309.
  • Ceylan, S. (2014). Ortaokul fen bilimleri dersindeki asitler ve bazlar konusunda fen, teknoloji, mühendislik ve matematik (FeTeMM) yaklaşımı ile öğretim tasarımı hazırlanmasına yönelik bir çalışma. Yayımlanmamış yüksek lisans tezi, Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü, Bursa.
  • Charyton, C. (2015). Creative engineering design: The meaning of creativity and innovation in engineering. In C. Charyton (Ed.), Creativity and innovation among science and art (pp.135-152). London, Springer-Verlag.
  • Court, A. W. (1998). Improving creativity in engineering design education. European Journal of Engineering Education, 23(2), 141-154.Cunningham, C. M. & Hester, K. (2007). Engineering is Elementary: An engineering and technology curriculum for children. Presented at the ASEE Annual Conference and Exposition, Honolulu, HI. Retrieved from: http://eie.org/eie-curriculum/research/articles/engineeringelementary-engineering-and-technology-curriculum
  • Çellek, T. (2002). Yaratıcılık ve eğitim sistemimizdeki boyutu. Bilim, Eğitim ve Düşünce Dergisi, 2(1), 2-4.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş (5. baskı). Trabzon.
  • Daugherty, M. K. (2009). The “T” and “E” in STEM. In ITEEA (Eds.), The Overlooked STEM Imperatives: Technology and Engineering (pp. 18-25). Reston, VA: ITEEA.
  • Driggs Lark, C. E. (2015). Identifying pioneers of tomorrow: A study of the relationship between middle school students’ innovator skills and STEM interests. Doctoral dissertation. Omaha, NE. (UMI no. 3712267).
  • Ferrari, A., Cachia, R. & Punie, Y. (2009). Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching: Literature review on Innovation and Creativity in E&T in the EU Member States (ICEAC). Joint Research Centre European Commission. Retrieved from: http://ftp.jrc.es/EURdoc/JRC52374_TN.pdf
  • Fisher, R. (2004). What is creativity? In R. Fisher & M. Williams (Eds.), Unlocking creativity: Teaching across the curriculum. (pp. 6-20). Great Britain: David Fulton Publishers.
  • Gomez, A. & Albrecht, B. (2014). True STEM Education. Technology and Engineering Teacher, 73(4), 8-16.
  • Havice, W. L. (2015). Integrative STEM education for children and our communities. The Technology Teacher, 75(1), 15-17.
  • Karakuş, M. (2001). Eğitim ve yaratıcılık. Eğitim ve Bilim, 26(119), 3-7.
  • Katanski, D. (2013). Bridging the creativity and STEM crisis. ASQ Advancing the STEM Agenda Conference. Grand Valley State University- Grand Rapids, Michigan - June 3-4, 2013. Retrieved from: http://rube.asq.org/edu/2013/04/career-development/bridging-the-creativityand-stem-crisis.pdf
  • Kim, D., Ko, D., Han, M., & Hong, S. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Larkin, T. L. (2015). Creativity in STEM education: Reshaping the creative project. International Conference on Interactive Collaborative Learning (ICL). (pp. 1184-1189). Florence, Italy.
  • Lee, S. & Lee, H. (2013). The effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. Journal of Korean Elementary Science Education, 32(1), 60-70.
  • National Advisory Committee on Creative and Cultural Education (NACCCE). (1999). All our futures: Creativity, culture and education. London: DFEE.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3. baskıdan çeviri). (M. Bütün ve S. B. Demir Çev. Eds). Ankara: Pegem Akademi.
  • Reeve, E. M. (2015). STEM Thinking! Technology and Engineering Teacher, 74(4), 8-16.
  • Roberts, A. (2012). A justification for STEM education. The Technology and Engineering Teacher, 71(8), 1-5. Retrieved from: http://www.iteaconnect.org/mbrsonly/Library/TTT/TTTe/04-12roberts.pdf
  • Robinson, D. & Koshy, V. (2004). Creative mathematics: allowing caged birds to fly. In R. Fisher & M. Williams (Eds.), Unlocking creativity: Teaching across the curriculum. (pp. 68-81). Great Britain: David Fulton Publishers.
  • Samuels, K. & Seymour, R. (2015). The middle school curriculum: Engineering anyone? Technology and Engineering Teacher, 74(6), 8-12.
  • Sönmez, V. ve Alacapınar F. G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Suescun-Florez, E. A., Cain, R. F., Kapila, V. & Iskander, M. G. (2013, June). Bringing soil mechanics to elementary schools. Paper presented at 2013 ASEE Annual Conference, Atlanta, Georgia. Retrieved from: https://peer.asee.org/19268
  • Yamaç, K. (2001). Nedir bu inovasyon? Üniversite ve Toplum, 1(3), 6. http://www.universitetoplum.org/text.php3?id=38
  • Yatt, B. & McCade, J. (2011). Defining creativity and design. In S. A. Warner & P. R. Gemmill (Eds.), Creativity and design in technology & engineering education. (pp. 32-68). Council on technology teacher education. 60th yearbook. United States of America.
  • Yıldırım A. ve Şimşek H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık.

The Effect of STEM Integration Activities on Scientific Creativities of 5th Grade Students

Year 2018, Volume: 8 Issue: 4, 40 - 59, 29.12.2018
https://doi.org/10.19126/suje.423105

Abstract

The STEM education
how it can be applied in the class and the potential impacts on the students
has been an important research topics. The problem of this research is “How
STEM integration activities in science effect the scientific creativity of
fifth grade students?” The case study was used in the research. The research
was applied in a secondary school in Istanbul in 2014-2015 academic year. Six
STEM activities for three units were performed for twelve weeks. That data
collection tools were used in research; “scientific creativity questions”,
“student diaries”, “design papers”, “photographs and presentation videos”. These
documents have been analyzed by “scientific creativity rubric” and “product
evaluation rubric”. In this research has been found that of the effect of STEM
activities on students' scientific creativity was limited in terms of individual
development and that in the “reflective thinking layer” which was the highest
level of creativity, it was more effective. 

References

  • Aktamış, H. ve Ergin, Ö. (2006). Fen eğitimi ve yaratıcılık. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 20, 77-83.
  • Baran, E., Canbazoğlu Bilici, S., Mesutoğlu, C. & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
  • Barak, M. & Doppelt, Y. (2000). Using portfolios to enhance creative thinking. The Journal of Technology Studies, 26(2), 16-25.
  • Barcelona, K. (2014). 21st century curriculum change initiative: A focus on STEM education as an integrated approach to teaching and learning. American Journal of Educational Research. 2(10), 862-875.
  • Barlex, D. (2007). Creativity in school design & technology in England: A discussion of influences. International Journal of Technology and Design Education, 17(2), 149-162.
  • Baysal, Z. N., Kaya, N. B. ve Üçüncü, G. (2013). İlkokul dördüncü sınıf öğrencilerinde bilimsel yaratıcılık düzeyinin çeşitli değişkenler açısından incelenmesi. Eğitim Bilimleri Dergisi, 38, 55-64.
  • Cantrell, P., Pekcan, G., Itani, A., & Velasquez-Bryant, N. (2006). The effects of engineering modules of student learning in middle school science classrooms. Journal of Engineering Education, 95(4), 301-309.
  • Ceylan, S. (2014). Ortaokul fen bilimleri dersindeki asitler ve bazlar konusunda fen, teknoloji, mühendislik ve matematik (FeTeMM) yaklaşımı ile öğretim tasarımı hazırlanmasına yönelik bir çalışma. Yayımlanmamış yüksek lisans tezi, Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü, Bursa.
  • Charyton, C. (2015). Creative engineering design: The meaning of creativity and innovation in engineering. In C. Charyton (Ed.), Creativity and innovation among science and art (pp.135-152). London, Springer-Verlag.
  • Court, A. W. (1998). Improving creativity in engineering design education. European Journal of Engineering Education, 23(2), 141-154.Cunningham, C. M. & Hester, K. (2007). Engineering is Elementary: An engineering and technology curriculum for children. Presented at the ASEE Annual Conference and Exposition, Honolulu, HI. Retrieved from: http://eie.org/eie-curriculum/research/articles/engineeringelementary-engineering-and-technology-curriculum
  • Çellek, T. (2002). Yaratıcılık ve eğitim sistemimizdeki boyutu. Bilim, Eğitim ve Düşünce Dergisi, 2(1), 2-4.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş (5. baskı). Trabzon.
  • Daugherty, M. K. (2009). The “T” and “E” in STEM. In ITEEA (Eds.), The Overlooked STEM Imperatives: Technology and Engineering (pp. 18-25). Reston, VA: ITEEA.
  • Driggs Lark, C. E. (2015). Identifying pioneers of tomorrow: A study of the relationship between middle school students’ innovator skills and STEM interests. Doctoral dissertation. Omaha, NE. (UMI no. 3712267).
  • Ferrari, A., Cachia, R. & Punie, Y. (2009). Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching: Literature review on Innovation and Creativity in E&T in the EU Member States (ICEAC). Joint Research Centre European Commission. Retrieved from: http://ftp.jrc.es/EURdoc/JRC52374_TN.pdf
  • Fisher, R. (2004). What is creativity? In R. Fisher & M. Williams (Eds.), Unlocking creativity: Teaching across the curriculum. (pp. 6-20). Great Britain: David Fulton Publishers.
  • Gomez, A. & Albrecht, B. (2014). True STEM Education. Technology and Engineering Teacher, 73(4), 8-16.
  • Havice, W. L. (2015). Integrative STEM education for children and our communities. The Technology Teacher, 75(1), 15-17.
  • Karakuş, M. (2001). Eğitim ve yaratıcılık. Eğitim ve Bilim, 26(119), 3-7.
  • Katanski, D. (2013). Bridging the creativity and STEM crisis. ASQ Advancing the STEM Agenda Conference. Grand Valley State University- Grand Rapids, Michigan - June 3-4, 2013. Retrieved from: http://rube.asq.org/edu/2013/04/career-development/bridging-the-creativityand-stem-crisis.pdf
  • Kim, D., Ko, D., Han, M., & Hong, S. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Larkin, T. L. (2015). Creativity in STEM education: Reshaping the creative project. International Conference on Interactive Collaborative Learning (ICL). (pp. 1184-1189). Florence, Italy.
  • Lee, S. & Lee, H. (2013). The effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. Journal of Korean Elementary Science Education, 32(1), 60-70.
  • National Advisory Committee on Creative and Cultural Education (NACCCE). (1999). All our futures: Creativity, culture and education. London: DFEE.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3. baskıdan çeviri). (M. Bütün ve S. B. Demir Çev. Eds). Ankara: Pegem Akademi.
  • Reeve, E. M. (2015). STEM Thinking! Technology and Engineering Teacher, 74(4), 8-16.
  • Roberts, A. (2012). A justification for STEM education. The Technology and Engineering Teacher, 71(8), 1-5. Retrieved from: http://www.iteaconnect.org/mbrsonly/Library/TTT/TTTe/04-12roberts.pdf
  • Robinson, D. & Koshy, V. (2004). Creative mathematics: allowing caged birds to fly. In R. Fisher & M. Williams (Eds.), Unlocking creativity: Teaching across the curriculum. (pp. 68-81). Great Britain: David Fulton Publishers.
  • Samuels, K. & Seymour, R. (2015). The middle school curriculum: Engineering anyone? Technology and Engineering Teacher, 74(6), 8-12.
  • Sönmez, V. ve Alacapınar F. G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Suescun-Florez, E. A., Cain, R. F., Kapila, V. & Iskander, M. G. (2013, June). Bringing soil mechanics to elementary schools. Paper presented at 2013 ASEE Annual Conference, Atlanta, Georgia. Retrieved from: https://peer.asee.org/19268
  • Yamaç, K. (2001). Nedir bu inovasyon? Üniversite ve Toplum, 1(3), 6. http://www.universitetoplum.org/text.php3?id=38
  • Yatt, B. & McCade, J. (2011). Defining creativity and design. In S. A. Warner & P. R. Gemmill (Eds.), Creativity and design in technology & engineering education. (pp. 32-68). Council on technology teacher education. 60th yearbook. United States of America.
  • Yıldırım A. ve Şimşek H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Filiz Gülhan 0000-0002-7915-6299

Fatma Şahin 0000-0002-6291-0013

Publication Date December 29, 2018
Published in Issue Year 2018 Volume: 8 Issue: 4

Cite

APA Gülhan, F., & Şahin, F. (2018). Fen Bilimleri Dersine STEM Entegrasyonu Etkinliklerinin 5. Sınıf Öğrencilerinin Bilimsel Yaratıcılıklarına Etkisi. Sakarya University Journal of Education, 8(4), 40-59. https://doi.org/10.19126/suje.423105