Müzik Dersi Etkinliklerinde STEAM Yaklaşımının Öğrencilerin Eleştirel Düşünme Eğilimlerine Etkisi

Year 2025, Volume: 9 Issue: 2, 318 - 346, 31.07.2025

Saniye Güney , Gülşah Sever

Abstract

Bu çalışmada müzik dersi etkinliklerinde Bilim, Teknoloji, Mühendislik, Sanat ve Matematik [STEAM] yaklaşımının öğrencilerin eleştirel düşünme eğilimleri üzerindeki etkisinin değerlendirilmesi amaçlanmıştır. İç içe desenli karma yöntem kullanılarak nitel ve nicel veriler toplanmış, analiz edilmiştir. Araştırmanın çalışma grubunu bir anadolu lisesinde onuncu sınıfta öğrenim gören 37 öğrenci ve okul öğretmenlerinden altı STEAM alan uzmanı (fizik, biyoloji, matematik, müzik, görsel sanatlar, bilişim teknolojileri) oluşturmuştur. Uygulama süresi toplamda sekiz hafta sürmüştür. Araştırmanın nicel verileri UF/EMI Eleştirel Düşünme Eğilimi Ölçeği formlarının ön test–son test karşılaştırması ile elde edilmiştir. Araştırmanın nitel verileri ise yapılandırılmış öğrenci görüşmeleri, yarı yapılandırılmış ve yapılandırılmamış öğretmen görüşmeleri ile elde edilmiştir. UF/EMI Eleştirel Düşünme Eğilimi ölçeği ön test–son testinden elde edilen nicel bulgular öğrencilerin belirli bir süreçte ilerleme kaydettiğini ve eleştirel düşünme eğilimlerinin gelişimine olumlu yönde katkıda bulunduğunu göstermiştir. Bu çalışmanın öğretmen ve öğrenci görüşmelerinden elde edilen nitel verileri müzik dersi etkinliklerinde STEAM yaklaşımının öğrencilerin eleştirel düşünme eğilimlerini geliştirdiğini göstermiştir. Elde edilen nicel ve nitel bulguların sonuçları doğrultusunda; etkinliklerde daha iyi zaman yönetimi sağlanması, çeşitliliğin artırılması, öğrencilere daha fazla özgürlük ve sorumluluk verilmesi, grup çalışmalarının teşvik edilmesi, materyal zenginliğinin artırılması ve yeni ölçme araçlarının geliştirilmesi önerilmiştir.

Keywords

Müzik eğitimi, STEAM yaklaşımı, eleştirel düşünme eğilimi

The Effect of STEAM Approach in Music Lesson Activities on Students' Critical Thinking Tendencies

Abstract

This study aimed to evaluate the effect of the Science, Technology, Engineering, Arts, Mathematics [STEAM] approach in music lesson activities on students’ critical thinking dispositions. Qualitative and quantitative data were collected and analyzed using a mixed method with a nested design. The study group consisted of 37 tenth grade students in an Anatolian high school and six STEAM field experts (physics, biology, mathematics, music, visual arts, information technologies) from school teachers. The implementation period lasted eight weeks in total. The study’s quantitative data were obtained through the pre-test-post-test comparison of the UF/EMI Critical Thinking Disposition Scale forms. The quantitative findings revealed that students made significant progress in their critical thinking dispositions, as reflected in the positive changes between the pre-test and post-test scores. The qualitative data obtained from the teacher and student interviews of this study support the critical thinking skills of students in the STEAM approach in music lesson activities. In line with the quantitative and qualitative findings, it was suggested to provide better time management in the activities, increase diversity, give more freedom and responsibility to students, encourage group work, increase the richness of materials, and develop new measurement tools. The originality of this research lies in its comprehensive evaluation of the impact of STEAM-integrated music education on critical thinking, contributing valuable insights to the existing literature, particularly regarding the integration of art-based disciplines like music. These findings not only emphasize the effectiveness of the STEAM approach in fostering critical thinking but also highlight the importance of interdisciplinary practices in nurturing 21st-century skills.

Keywords

Music education, STEAM approach, critical thinking tendency

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