Sınıf Öğretmeni Adaylarının STEM Eğitimine Yönelik Görüşleri: Uygulamalı Bir Çalışma

Year 2018, , 195 - 213, 26.01.2018

Bekir Yıldırım , Cumhur Türk

https://doi.org/10.24315/trkefd.310112

Cited By: 36

Abstract

Bu araştırmada Sınıf öğretmeni adaylarının STEM eğitimine yönelik görüşlerini incelemek amaçlanmıştır. Bu nedenle araştırmanın çalışma grubunu 40 Sınıf öğretmeni adayı oluşturmaktadır. Durum çalışma deseni olarak yürütülen bu çalışma 2016-2017 eğitim-öğretim yılı güz döneminde 12 haftada (haftada 4 saat) tamamlanmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analiz basamaklarına uygun olarak analiz edilmiştir. STEM eğitimi uygulamaları soncunda öğretmen adaylarının STEM eğitimine yönelik olumlu görüşler geliştirdiği ve mühendislik-teknolojiye yönelik olarak düşüncelerinin olumlu yönde değiştiği tespit edilmiştir. Öğretmen adayları STEM eğitiminin ilköğretim ve okulöncesi dönemlerinde kullanılmasının önemli olduğunu belirtmişlerdir. Ayrıca öğretmen adayları, STEM eğitimi sayesinde çocukların yaratıcılık, hayal gücü, merak, özgüven, sorumluluk, empati gibi birçok özelliğin gelişebileceği yönünde görüşler bildirmişlerdir. Sonuçlar doğrultusunda Sınıf öğretmenliği lisans programında STEM eğitimi verilmesini sağlayacak seçmeli veya zorunlu derslerin açılması önerilmiştir.

Keywords

STEM Eğitimi, Öğretmen Adayı

References

• Abdullah, N., Halim, L. & Zakaria, E., (2014). VStops: a thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy. Eurasia Journal of Mathematics, Science & Technology Education, 2014, 10(3), 165-174.
• Akbıyık, C., & Kalkan-Ay, G. (2014). Perceptions of pre-school administrators and teachers on thinking skills instruction: a case study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 01-18.
• Akgündüz, D. (2016). STEM’i Rahat Bırakın: Türkiye’de STEM Adına Yapılan Hatalar ve Öneriler. 3 Mart 2017 tarihinde http://www.egitimpedia.com/stemi-rahat-birakin-turkiyede-stem-adina-yapilan-hatalar-ve-oneriler/ adresinden alınmıştır.
• Alumbaugh, K. M. (2015). The Perceptions of elementary STEM Schools in missouri. Unpublished PhD thesis. Missouri: Lindenwood University.
• Benuzzi, S. (2015). Preparing future elementary teachers with a stem-rich, clinical, co-teaching modeling of student teaching. Unpublished PhD thesis. California: California State University.
• Bose, K., Tsamaase, M., & Seetso, G. (2013). Teaching of science and mathematics in pre-schools of Botswana: The existing practices. Creative Education, 4(07), 43.
• Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
• Cinar, S., Pirasa, N., & Sadoglu, G. P. (2016). Views of science and mathematics preservice teachers regarding STEM. Universal Journal of Educational Research, 4(6), 1479-1487.
• Cotabish, A., Dailey, D. Robinson, A. & Hunghes, G., (2013). The Effects of a STEM ıntervention on elementary students' science knowledge and skills. School Science and Mathematics, 113(5), 215-226.
• Cunningham, C. M., Lachapelle, C. & Lindgren-Streicher, A. (2005). Assessing elementary school students conceptions of engineering and technology. 15 Şubat 2017 tarihinde http://engineering.nyu.edu/gk12/ampscbri/pdf/Assessing%20Elementary%20School%20Students%20Conceptions%20of%20Engineering%20and%20Technology.pdf adresinden alınmıştır.
• Dailey, D. D. (2013). The Effects of A STEM professıonal development ınterventıon on elementary teachers. Unpublished PhD thesis. Little Rock: University of Arkansas.
• Dorsen, J., Carlson, B., & Goodyear, L. (2006). Connecting informal STEM experiences to career choices: Identifying the pathway. ITEST Learning Resource Center.
• Egli, S., (2012). Using STEM education to promote 21st century math skills. Unpublished master dissertation. North Dakota: Minot State University. Erdoğan, S. Ç., & Baran, G. (2005). Erken çocukluk döneminde matematik. Eğitim ve Bilim, 28(130).
• Eroğlu, S., & Bektaş, O. (2016). STEM eğitimi almış fen bilimleri öğretmenlerinin stem temelli ders etkinlikleri hakkındaki görüşleri. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), 43-67.
• Evasns, E. M. (2015). Preparıng elementary pre-servıce teachers to ıntegrate STEM: A mıxed-methods study. Unpublished PhD thesis. Illinois: Northern Illinois University.
• Fralick, B., Kearn, J., Thompson, S. & Lyons, J. (2009). How middle schoolers draw engineers and scientists. Journal of Science Education and Technology, 18(1), 60-73.
• Ginsburg, H.P., Lee, J.S. & Boyd, J.S. (2008). Mathematics education for young children: what ıt is and how to promote ıt. Social Policy Report, 22(1), 1-24.
• Gonzalez, H. B., & Kuenzi, J. J. (2012, August). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service, Library of Congress.
• Hsu, M.C., Purzer, S.& Cardella, M.E., (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research, 1(2), 31-39.
• Hudson, P., English, L., Dawes, L., King, D., & Baker, S. (2015). Exploring links between pedagogical knowledge practices and student outcomes in STEM education for primary schools. Australian Journal of Teacher Education, 40(6).
• Kenney, M. (2013). Journeys, Adventures, Bridges and Puzzles: A case study approach to understanding teachers’ conceptions of STEM. Unpublished PhD thesis. Arizona: Arizona State University.
• Kızılay, E. (2016). Fen bilgisi öğretmen adaylarının FETEMM alanları ve eğitimi hakkındaki görüşleri. The Journal of Academic Social Science Studies, 47, 403-417.
• Kim, D.H., Ko, D.G., Han, M.J. & Hong, S.H., (2014). The Effects of science lessons applying steam education program on the creativity and ınterest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
• Kim, G.S. & Choi, S.Y., (2012). The effect of creative problem solving ability and scientific attitude through the science based STEAM Program in the elementary gifted students. Elementary Science Education, 31(2), 216-226.
• Knight, M. & Cunningham, C. (2004). Draw an engineer test (DAET): development of a tool to investigate students’ ideas about engineers and engineering. ASEE Annual Conference Proceedings, 20-23 June 2014, Salt Lake City, Utah.
• Kwon, S.B., Nam, D.S. & Lee, T.W., (2012). The Effects of STEAM-based ıntegrated subject study on elementary school students’ creative personality. The Korea Society of Computer and Information, 17(2), 79-86.
• Lee, J.W, Park, H.J. & Kim, J.B., (2013). Primary teachers' perception analysis on development and application of STEAM education program. Elementary Science Education, 31(1), 47-59.
• Metin, M., Birişçi, S. & Coşkun, K. (2013). Öğretmen adaylarının öğretim teknolojilerine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Kastamonu eğitim Dergisi, 21(4), 1345-1364.
• Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis (2nd edition). Thousand Oaks, CA: Sage.
• Meihholdt, C. & Murray, S. (199). Why aren't there more women engineers?. Journal of Women and Minorities in Science and Engineering, 5(3), 239-263. Ostler, E. (2012). 21st century STEM education: A tactical model for long-range success. International Journal of Applied, 2(1), 28-33.
• Owens, D. B. (2014). Elementary teachers’ perceptıons of science, technology, engıneering, and mathematics education in k–5 schools. Unpublished PhD thesis. Arizona: University of Phoenix.
• Park, M., Nam, Y., Moore, T.J. & Roehring, G., (2011). The ımpact of ıntegrating engineering into science learning on student’s conceptual understandings of the concept of heat transfer. Journal of the Korean Society of Earth Science Education, 4(2),89-101.
• Riskowski, J.L., Todd, C.D., Wee, B., Dark, M. & Harbor, J., (2009). Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth grade science course. International Journal of Engineering Education, 25(1), 181-195.
• Rogers, R. R., Winship, J., & Sun, Y. (2015). systematic support for STEM pre-service teachers: an authentic and sustainable four. Innovative Professional Development Methods and Strategies for STEM Education, 73.
• Sahin, A. Ayar, M.C. &Adıguzel, T., (2014). STEM related after-school program activities and associated outcomes on student learning. educational sciences. Theory & Practice, 14(1), 309-322.
• Sherriff, B.L. & Binkley, L. (1997). The irreconcilable images of women, science, and engineering: A Manitoban program that is shattering the stereotypes. Journal of Women and Minorities in Science and Engineering, 3, 21-36.
• Stohlmann, M., Moore, T., & Roehrig, G. H. (2012) Considerations for teaching ıntegrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER): 2(1).
• Thomas, T.A. (2014). Elementary teachers’ receptivity to integrated science, technology, engineering, and mathematics (STEM) education in the elementary grades. Unpublished PhD thesis. Reno: University of Nevada.
• Turner, K. B (2013). Northeast tennessee educators’ perception of STEM education ımplementation. Unpublished PhD thesis. Tennessee: East Tennessee State University.
• Shon, L.N. (2015). Ethnographic case study of a high school science classroom: strategies in STEM education. Unpublished PhD thesis. Texas: Texas A&I University. Wang, H. H., Moore, T. J., Roehrig, G. H., ve Park, M. S. (2011). STEM integration: teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 2.
• Wang, H. H., (2012). A new era of science education: science teachers‘ perceptions and class room practices of science, technology, engineering, and mathematics (STEM) integration. Unpublished PhD thesis. Minnesot: Minnesota University.
• Yıldırım, B., (2016a). 7. Sınıf fen bilimleri dersine entegre edilmiş fen teknoloji mühendislik matematik (STEM) uygulamaları ve tam öğrenmenin etkilerinin incelenmesi. Yayınlanmamış Doktora Tezi. Ankara: Gazi Üniversitesi.
• Yıldırım, B. (2016b). An analyses and meta-synthesis of research on STEM education. Journal of Education and Practice, 7(34), 23-33. Yıldırım, B., & Altun, Y. (2015). STEM eğitim ve mühendislik uygulamalarının fen bilgisi laboratuar dersindeki etkilerinin incelenmesi. El-Cezeri Journal of Science and Engineering, 2(2).
• Yıldırım, B., & Sevi, M. (2016). Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses. Journal of Human Sciences, 13(3), 3684-3.