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Sınıf Öğretmeni Adaylarının Probleme Dayalı STEM Uygulamalarına Yönelik Deneyimleri

Year 2020, Volume: 11 Issue: 4, 571 - 598, 26.10.2020
https://doi.org/10.17569/tojqi.793820

Abstract

Bu araştırmada, sınıf öğretmenliği programında eğitim gören öğretmen adaylarının Fen ve Teknoloji Öğretimi I dersinde gerçekleştirilen probleme dayalı Stem uygulamasını nasıl deneyimledikleri ve süreç içinde hangi becerileri işe koştuklarının ortaya konulması amaçlanmıştır. Araştırma nitel araştırma yaklaşımlarından durum çalışması ile gerçekleştirilmiştir. Bu araştırmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Bu kapsamda bir üniversitenin eğitim fakültesinde sınıf öğretmenliği programında üçüncü sınıfında öğrenim gören ve Fen ve Teknoloji öğretimi dersini alan 41 sınıf öğretmeni adayı katılmıştır. Araştırmanın verileri, yarı yapılandırılmış görüşme ve gözlem yolu ile toplanmıştır. Araştırmada verilerin çözümlenmesinde betimsel analiz tekniği kullanılmıştır. Sınıf öğretmeni adaylarının Fen ve Teknoloji Öğretimi I dersi kapsamında yaptıkları STEM etkinliği ile ilgili gerçekleştirilen görüşmeler ve kaydedilen videolardan ulaşılan veriler, “Sınıf Öğretmeni Adaylarının STEM Uygulama Sürecinde Yaptıkları Çalışmalar”, “STEM Uygulama Sürecinde Sınıf Öğretmeni Adaylarının İşe Koştukları Beceriler ve Duyuşsal Özellikler”, “STEM Uygulama Sürecine İlişkin Sınıf Öğretmeni Adaylarının Görüşleri” temaları altında bulgular biçiminde sunulmuştur. Araştırma sonucunda, öğretmen adaylarının gerçek yaşam bağlamında sunulan bir mühendislik tasarım görevi kapsamında gerek mühendislik tasarım basamaklarını takip ettiklerini gerekse de disiplinler arası becerileri kullandıkları görülmüştür.

References

  • Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting elementary pre-service teachers to teach stem through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-22.
  • Avery, Z. K., & Reeve, E. M. (2013). Developing effective STEM professional development programs. Journal of Teacher Education, 25(11), 55–67. Retrieved from https://scholar.lib.vt.edu/ejournals/JTE/
  • Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. M., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.
  • Baş, T. ve Akturan, U. (2017). Sosyal bilimlerde bilgisayar destekli nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387. doi:10.1002/jee.2008.97.issue-3
  • Cohen, D. K., & Hill, H. C. (1998). Instructional policy and classroom performance: The mathematics reform in California (RR-39). Philadelphia: Consortium for Policy Research in Education.
  • English, L. D., & King, D. T. (2015). STEM learning through engineering design: Fourth grade students’ investigations in aerospace. International Journal of STEM Education, 2(1), 14. https://doi.org/10.1186/s40594-015-0027-7
  • Estapa, A. T., & Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge. International Journal of STEM education, 4(1), 6.
  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434.
  • Guskey, T. R., & Yoon, K. S. (2009). What works in professional development?. Phi Delta Kappan, 90(7), 495-500.
  • Guzey, S. S., Harwell, M., Moreno, M., Peralta, Y., & Moore, T. (2017). The impact of design-based STEM integration curricula on student achievement in engineering, science, and mathematics. Journal of Science Education & Technology, 26, 207–222. https://doi.org/10.1007/s10956-016-9673-x
  • Jeffrey, T. D., McCollough, C. A., & Moore, K. (2015). Growing STEM roots: Preparing preservice teachers. Academic Exchange Quarterly, 19(3), Retrieved from http://rapidintellect.com/AEQweb/5617j5.pdf
  • Karahan, E. (2017). STEM eğitimi. Ö. Taşkın (Ed.). Fen eğitiminde güncel konular. (pp. 318-333). Ankara: Pegem Akademi.
  • MacFarlane, B. (2016). Infrastructure of comprehensive STEM programming for advanced learners. In B. MacFarlane (Ed.), STEM education for high ability learners designing and ımplementing programming (pp. 139–160). Waco, TX: Prufrock Press.
  • Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 2.
  • National Science Board (2010). Preparing the Next Generation of STEM Innovators: Idenfitying and Developing our Nation’s Human Capital. Retrieved from http://www.nsf.gov/nsb/publications/2010/nsb1033.pdf
  • National Staff Development Council. (2001). National Staff Development Council’s standards for staff development (Rev. ed.). Oxford, OH: Author. Available from http://www.nsdc.org/ library/standards2001.html
  • Patton, Q. M. (2014). Nitel araştırma ve değerlendirme yöntemleri. M. Bütün ve Demir B. S. (Çev.). Ankara: Pegem Akademi. (Özgün çalışma 2002).
  • Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 4.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Zeidler, D. L., Herman, B. C., Clough, M. P., Olson, J. K., Kahn, S., & Newton, M. (2016). Humanitas emptor: Reconsidering recent trends and policy in science teacher education. Journal of Science Teacher Education, 27(5), 465–476.

Primary School Teacher Candidates' Experiences Regarding Problem-Based Stem Applications

Year 2020, Volume: 11 Issue: 4, 571 - 598, 26.10.2020
https://doi.org/10.17569/tojqi.793820

Abstract

In this study, it was aimed to reveal how the pre-service teachers who were educated in the primary school teaching program experienced the problem-based Stem application performed in Science and Technology Teaching I and which skills they employed in the process. The research was carried out with a case study, one of the qualitative research approaches. Criterion sampling, one of the purposeful sampling methods, was used in this study. In this context, 41 classroom teacher candidates who were studying in their third year in the classroom teaching program at the education faculty of a university and taking the Science and Technology teaching course participated. The research data were collected through semi-structured interviews and observations. Descriptive analysis technique was used to analyze the data in the study. The interviews and the data obtained from the recorded videos about the STEM activity that the primary school teacher candidates conducted within the scope of the Science and Technology Teaching I course, "The Studies of Primary School Teacher Candidates in the STEM Implementation Process", "The Skills and Affective Characteristics of Primary School Candidates Employed in the STEM Implementation Process", "Primary School Candidates' Opinions on the STEM Implementation Process ”under the themes in the form of findings. As a result of the research, it was seen that the teacher candidates both followed the engineering design steps and used interdisciplinary skills within the scope of an engineering design task presented in a real life context.

References

  • Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting elementary pre-service teachers to teach stem through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-22.
  • Avery, Z. K., & Reeve, E. M. (2013). Developing effective STEM professional development programs. Journal of Teacher Education, 25(11), 55–67. Retrieved from https://scholar.lib.vt.edu/ejournals/JTE/
  • Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. M., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.
  • Baş, T. ve Akturan, U. (2017). Sosyal bilimlerde bilgisayar destekli nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387. doi:10.1002/jee.2008.97.issue-3
  • Cohen, D. K., & Hill, H. C. (1998). Instructional policy and classroom performance: The mathematics reform in California (RR-39). Philadelphia: Consortium for Policy Research in Education.
  • English, L. D., & King, D. T. (2015). STEM learning through engineering design: Fourth grade students’ investigations in aerospace. International Journal of STEM Education, 2(1), 14. https://doi.org/10.1186/s40594-015-0027-7
  • Estapa, A. T., & Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge. International Journal of STEM education, 4(1), 6.
  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434.
  • Guskey, T. R., & Yoon, K. S. (2009). What works in professional development?. Phi Delta Kappan, 90(7), 495-500.
  • Guzey, S. S., Harwell, M., Moreno, M., Peralta, Y., & Moore, T. (2017). The impact of design-based STEM integration curricula on student achievement in engineering, science, and mathematics. Journal of Science Education & Technology, 26, 207–222. https://doi.org/10.1007/s10956-016-9673-x
  • Jeffrey, T. D., McCollough, C. A., & Moore, K. (2015). Growing STEM roots: Preparing preservice teachers. Academic Exchange Quarterly, 19(3), Retrieved from http://rapidintellect.com/AEQweb/5617j5.pdf
  • Karahan, E. (2017). STEM eğitimi. Ö. Taşkın (Ed.). Fen eğitiminde güncel konular. (pp. 318-333). Ankara: Pegem Akademi.
  • MacFarlane, B. (2016). Infrastructure of comprehensive STEM programming for advanced learners. In B. MacFarlane (Ed.), STEM education for high ability learners designing and ımplementing programming (pp. 139–160). Waco, TX: Prufrock Press.
  • Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 2.
  • National Science Board (2010). Preparing the Next Generation of STEM Innovators: Idenfitying and Developing our Nation’s Human Capital. Retrieved from http://www.nsf.gov/nsb/publications/2010/nsb1033.pdf
  • National Staff Development Council. (2001). National Staff Development Council’s standards for staff development (Rev. ed.). Oxford, OH: Author. Available from http://www.nsdc.org/ library/standards2001.html
  • Patton, Q. M. (2014). Nitel araştırma ve değerlendirme yöntemleri. M. Bütün ve Demir B. S. (Çev.). Ankara: Pegem Akademi. (Özgün çalışma 2002).
  • Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 4.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Zeidler, D. L., Herman, B. C., Clough, M. P., Olson, J. K., Kahn, S., & Newton, M. (2016). Humanitas emptor: Reconsidering recent trends and policy in science teacher education. Journal of Science Teacher Education, 27(5), 465–476.
There are 21 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Şengül Saime Anagün

Engin Karahan 0000-0003-4530-211X

Zeynep Kılıç 0000-0002-5756-3782

Publication Date October 26, 2020
Submission Date September 11, 2020
Published in Issue Year 2020 Volume: 11 Issue: 4

Cite

APA Anagün, Ş. S., Karahan, E., & Kılıç, Z. (2020). Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications. Turkish Online Journal of Qualitative Inquiry, 11(4), 571-598. https://doi.org/10.17569/tojqi.793820
AMA Anagün ŞS, Karahan E, Kılıç Z. Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications. TOJQI. October 2020;11(4):571-598. doi:10.17569/tojqi.793820
Chicago Anagün, Şengül Saime, Engin Karahan, and Zeynep Kılıç. “Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications”. Turkish Online Journal of Qualitative Inquiry 11, no. 4 (October 2020): 571-98. https://doi.org/10.17569/tojqi.793820.
EndNote Anagün ŞS, Karahan E, Kılıç Z (October 1, 2020) Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications. Turkish Online Journal of Qualitative Inquiry 11 4 571–598.
IEEE Ş. S. Anagün, E. Karahan, and Z. Kılıç, “Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications”, TOJQI, vol. 11, no. 4, pp. 571–598, 2020, doi: 10.17569/tojqi.793820.
ISNAD Anagün, Şengül Saime et al. “Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications”. Turkish Online Journal of Qualitative Inquiry 11/4 (October 2020), 571-598. https://doi.org/10.17569/tojqi.793820.
JAMA Anagün ŞS, Karahan E, Kılıç Z. Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications. TOJQI. 2020;11:571–598.
MLA Anagün, Şengül Saime et al. “Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications”. Turkish Online Journal of Qualitative Inquiry, vol. 11, no. 4, 2020, pp. 571-98, doi:10.17569/tojqi.793820.
Vancouver Anagün ŞS, Karahan E, Kılıç Z. Primary School Teacher Candidates’ Experiences Regarding Problem-Based Stem Applications. TOJQI. 2020;11(4):571-98.