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FeTeMM Eğitimi Makale Çağrı Mektubu

Year 2014, Volume: 3 Issue: 1, 4 - 10, 31.01.2014
https://doi.org/10.19128/turje.181071

Abstract

Türkiye’nin inovasyon kapasitesini arttırabilmesi için yüksek nitelikli Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) işgücüne ihtiyacı vardır. Yirmibirinci yüzyılın değişen şart ve problemleriyle birlikte takım çalışması ve disiplinlerarası yaklaşımları doğuran bu ihtiyaç, gençlerimizi ve özellikle kız öğrencilerimizi erken yaşlardan itibaren FeTeMM araştırmaları yapabilecek şekilde eğitecek öğrenme ortamlarının tasarımını ve bu tasarımları etkin şekilde kullanabilecek öğretmenlerin yetiştirilmesini gerektirir. Buna mukabil yapılan araştırmalar göstermektedir ki, öğretmenlerimiz mesleklerine etkin bir FeTeMM eğitimi verebilmek için gerekli bütünleşik öğretmenlik bilgisinden yoksun şekilde başlamaktadır. Bu makalenin amacı araştırmacıları FeTeMM eğitimi üzerine yürüttükleri çalışmalarının sonuçlarını TURJE’de yayımlamak konusunda cesaretlendirmektir.

References

  • Aydın, E., & Delice, A. (2007, November). Experiences of mathematics student teachers in a series of science experiments. Paper presented in the 6th WSEAS International Conference on Education and Educational Technology, Bologna, Italy.
  • Capraro, R. M., & Corlu, M. S. (2013). Changing views on assessment for STEM project–based learning. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An integrated Science, Technology, Engineering, and Mathematics (STEM) approach (2nd Edition). (pp. 109-118). Rotterdam, the Netherlands: Sense Publishers.
  • Çorlu, M. A. (2013). Uzman alan öğretmeni eğitimi modeli ve görüşler [White paper]. Retrieved January 20, 2014, from http://fetemm.tstem.com/gorusler
  • Çorlu, M. A., & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Sciences: Theory & Practice, 12(1), 514–521.
  • Corlu, M. S. (2012). A pathway to STEM education: Investigating pre-service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science, (Unpublished doctoral dissertation), Texas A&M University, College Station, Texas.
  • Corlu, M. S. (2013). Insights into STEM education praxis: An assessment scheme for course syllabi. Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi: 10.12738/estp.2013.4.1903
  • Erdogan, N., Corlu, M. S., & Capraro, R. M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation literacy skills? International Online Journal of Educational Sciences, 5(1), 1-9.
  • Ferrini-Mundy, J. (2013). STEM education: The administration’s proposed reorganization (Testimony before the Committee on Science, Space, and Technology U.S. House of Representatives). Retrieved from http://www.hq.nasa.gov/legislative/hearings/2013%20hearings/6-4-2013%20MUNDY.pdf
  • Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11-30
  • Kardes-Birinci, D., Delice, A., & Aydın, E. (2013). Anlamayı anlamak: Matematik eğitimi lisansüstü öğrencilerinin lineer cebir kavramlarını anlamalarının incelenmesi. [Investigating mathematics education graduate students' understanding of linear algebra concepts]. In İ. Güleç, Ö. E. Akgün, & M. Bayrakçı (Eds.), Proceedings of the VI. Ulusal Lisansüstü Eğitim Sempozyumu, 55-60.
  • Kuenzi, J. J. (2008). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, http://www.fas.org/sgp/crs/misc/RL33434.pdf action [Report for Congress]. Retrieved from
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Organisation for Economic Co-operation and Development. (2010). The OECD innovation strategy: Getting head start http://www.oecd.org/dataoecd/3/14/45302349.pdf tomorrow [Executive summary]. Retrieved from
  • Özel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Short Reports: Technology in K-12 mathematics classrooms. School Science and Mathematics Journal, 108(2), 80-85.
  • Şahin, A., Ayar, M.C., & Adıgüzel, T. (2014). Fen, Teknoloji, Mühendislik ve Matematik içerikli okul sonrası etkinlikler ve öğrenciler üzerindeki etkileri. Educational Sciences: Theory & Practice, 14(1). doi: 10.12738/estp.2014.1.18763.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Şimşek, H., & Adıgüzel, T. (2012). Yükseköğretimde yeni bir üniversite paradigmasına doğru. Eğitim ve Bilim, 37(166), 250-261.
  • Tekerek, M. (2009). A human robot interaction application for robotic education. Procedia-Social and Behavioral Sciences, 1(1), 2164-2169.

Call for Manuscripts on STEM Education

Year 2014, Volume: 3 Issue: 1, 4 - 10, 31.01.2014
https://doi.org/10.19128/turje.181071

Abstract

Turkey needs qualified science, technology, engineering, and mathematics (STEM) workforce, who will contribute to increasing country’s innovation capacity. Reforms conducted in our educational system should cultivate STEM teachers who will train young science and engineering researchers by engaging in STEM practices at early ages. However, research suggests that new teachers entering the profession are not prepared with an integrated teaching knowledge to foster STEM education. This paper is more than a call for manuscripts on STEM education and encourages fellow researchers to conduct STEM education research in the Turkish context.

References

  • Aydın, E., & Delice, A. (2007, November). Experiences of mathematics student teachers in a series of science experiments. Paper presented in the 6th WSEAS International Conference on Education and Educational Technology, Bologna, Italy.
  • Capraro, R. M., & Corlu, M. S. (2013). Changing views on assessment for STEM project–based learning. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An integrated Science, Technology, Engineering, and Mathematics (STEM) approach (2nd Edition). (pp. 109-118). Rotterdam, the Netherlands: Sense Publishers.
  • Çorlu, M. A. (2013). Uzman alan öğretmeni eğitimi modeli ve görüşler [White paper]. Retrieved January 20, 2014, from http://fetemm.tstem.com/gorusler
  • Çorlu, M. A., & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Sciences: Theory & Practice, 12(1), 514–521.
  • Corlu, M. S. (2012). A pathway to STEM education: Investigating pre-service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science, (Unpublished doctoral dissertation), Texas A&M University, College Station, Texas.
  • Corlu, M. S. (2013). Insights into STEM education praxis: An assessment scheme for course syllabi. Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi: 10.12738/estp.2013.4.1903
  • Erdogan, N., Corlu, M. S., & Capraro, R. M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation literacy skills? International Online Journal of Educational Sciences, 5(1), 1-9.
  • Ferrini-Mundy, J. (2013). STEM education: The administration’s proposed reorganization (Testimony before the Committee on Science, Space, and Technology U.S. House of Representatives). Retrieved from http://www.hq.nasa.gov/legislative/hearings/2013%20hearings/6-4-2013%20MUNDY.pdf
  • Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11-30
  • Kardes-Birinci, D., Delice, A., & Aydın, E. (2013). Anlamayı anlamak: Matematik eğitimi lisansüstü öğrencilerinin lineer cebir kavramlarını anlamalarının incelenmesi. [Investigating mathematics education graduate students' understanding of linear algebra concepts]. In İ. Güleç, Ö. E. Akgün, & M. Bayrakçı (Eds.), Proceedings of the VI. Ulusal Lisansüstü Eğitim Sempozyumu, 55-60.
  • Kuenzi, J. J. (2008). Science, technology, engineering, and mathematics (STEM) education: Background, federal policy, http://www.fas.org/sgp/crs/misc/RL33434.pdf action [Report for Congress]. Retrieved from
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Organisation for Economic Co-operation and Development. (2010). The OECD innovation strategy: Getting head start http://www.oecd.org/dataoecd/3/14/45302349.pdf tomorrow [Executive summary]. Retrieved from
  • Özel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Short Reports: Technology in K-12 mathematics classrooms. School Science and Mathematics Journal, 108(2), 80-85.
  • Şahin, A., Ayar, M.C., & Adıgüzel, T. (2014). Fen, Teknoloji, Mühendislik ve Matematik içerikli okul sonrası etkinlikler ve öğrenciler üzerindeki etkileri. Educational Sciences: Theory & Practice, 14(1). doi: 10.12738/estp.2014.1.18763.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Şimşek, H., & Adıgüzel, T. (2012). Yükseköğretimde yeni bir üniversite paradigmasına doğru. Eğitim ve Bilim, 37(166), 250-261.
  • Tekerek, M. (2009). A human robot interaction application for robotic education. Procedia-Social and Behavioral Sciences, 1(1), 2164-2169.
There are 18 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Letter From Editor
Authors

M. Sencer Corlu

Publication Date January 31, 2014
Published in Issue Year 2014 Volume: 3 Issue: 1

Cite

APA Corlu, M. S. (2014). FeTeMM Eğitimi Makale Çağrı Mektubu. Turkish Journal of Education, 3(1), 4-10. https://doi.org/10.19128/turje.181071

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