Girişimcilik Temelli STEM Eğitiminin Ortaokul Öğrencilerinin Öz düzenleme Becerileri Üzerine Etkisi

Year 2022, Volume: 12 Issue: 1, 150 - 162, 15.04.2022

Meryem Meral , Sema Altun Yalçın

https://doi.org/10.19126/suje.1023729

Abstract

Bu araştırma, girişimcilik temelli STEM eğitiminin ortaokul öğrencilerinin öz düzenleme becerileri üzerine etkisini belirlemek amacıyla gerçekleştirilmiştir. Araştırmanın örneklemini 2019-2020 eğitim-öğretim yılında 8.sınıfta öğrenim görmekte olan 20 öğrenci oluşturmuştur. Araştırmada karma yöntem tercih edilmiştir ve tek gruplu ön test-son test modeli kullanılmıştır. Nicel verilerin elde edilmesinde “Algılanan Öz Düzenleme Becerileri Ölçeği” kullanılmıştır. Nitel verilerin elde edilmesinde ise açık uçlu “Yarı yapılandırılmış görüşme formu” kullanılmıştır. Nicel verilerin ön ve son test puan ortalamalarının karşılaştırılmasında bağımlı örneklem t-testi analizi; nitel verilerin ön ve son test puan ortalamalarının karşılaştırılmasında ise içerik analizi yöntemi kullanılmıştır. 8 hafta süre ile öğrencilere girişimcilik temelli STEM eğitimi verilmiştir. Araştırma sonucunda öğrencilerin öz düzenleme becerilerinin ön ve son test puanları arasında anlamlı düzeyde bir farklılık oluşmamıştır ancak son test lehine artış gözlenmiştir. Öz düzenleme becerileri ile ilgili olan nitel verilerde ise öz yeterlilik kavramına ve öz düzenleme becerilerinin alt boyutları olan açık olma ve arayış alt boyutlarına ilişkin son test lehine gelişme görülmüştür.

Keywords

Ortaokul öğrencileri, öz düzenleme, STEM etkinlikleri

The Effect of Entrepreneurship-Based STEM Education on Secondary School Students’ Self-Regulation Skills

Abstract

This research was carried out to determine the effect of entrepreneurship-based STEM education on secondary school students’ self-regulation skills. The sample of the study consisted of 20 students studying in the 8th grade in the 2019-2020 academic year. Mixed method was preferred and single group pre-test-post-test model was used in the study. “Perceived Self-Regulation Skills Scale” was used to obtain quantitative data. The open-ended “Semi-structured interview form” was used to obtain qualitative data. Pre-and post-test means of quantitative data were compared by paired-sample t test and content analysis method was used to compare the pre-and post-test means of qualitative data. Entrepreneurship-based STEM education was provided to the students for 8 weeks. As a result of the research, there was no significant difference between the pre-and post-test scores of the students’ self-regulation skills, however, there was an increase in favor of the post test. In the qualitative data related to self-regulation skills, an increase was also observed in favor of the post-test regarding the the concept of self-efficacy and the sub-dimensions of self-regulation skills, called “openness” and “seeking”.

Keywords

Secondary school students, self-regulation, STEM activities

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