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Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates' Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills

Year 2023, Volume: 36 Issue: 1, 150 - 173, 29.04.2023
https://doi.org/10.19171/uefad.1147025

Abstract

This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

References

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  • Aydın, G., Saka, M., & Guzey, S. (2017). Science, technology, engineering, mathematics (STEM) attitude levels in grades 4th- 8th. Mersin University Journal of the Faculty of Education, 13(2). 787-802. https://doi.org/10.17860/mersinefd.290319
  • Azgın, A. O., & Şenler, B. (2019). STEM in primary school: Students’ career ınterest and attitudes. Journal of Computer and Education Research, 7(13), 213-232. https://doi.org/10.18009/jcer.538352
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  • Ceylan, Ö., Ermiş, G., & Yıldız, G. (2018). Özel yetenekli öğrencilerin bilim, teknoloji, mühendislik, matematik (STEM) eğitimine yönelik tutumları [Attitudes of gifted students towards science, technology, engineering and mathematics (STEM) education]. In G. Akkaya & P. Ertekin (Eds.), International congress on gifted and talented education congress (pp. 64-75).
  • Christensen, R., & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science Environment and Health, 3(1), 1-13. https://doi.org/10.21891/jeseh.275649
  • Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898-909. https://doi.org/10.1007/s10956-015-9572-6
  • Çiftçi, B., & Bakar, M. H. D. (2020). Investigation of social studies teacher candidates' 21st century skills competence perceptions. Kapadokya Eğitim Dergisi, 1(2), 44-60.
  • Çolak, M. (2019). The examination of prospective science teachers' perceptions of 21st century skills in terms of various variables [Unpublished master’s thesis]. Niğde Ömer Halis Demir University.
  • Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls' interest in STEM subject areas? American Journal of Engineering Education, 4(1), 27-38.
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  • ElSayary, A. (2021). Transdisciplinary STEAM curriculum design and authentic assessment in online learning: a model of cognitive, psychomotor, and affective domains. Journal of Turkish Science Education (TUSED), 18(3), 493-511. https://doi.org/10.36681/tused.2021.86
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Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates' Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills

Year 2023, Volume: 36 Issue: 1, 150 - 173, 29.04.2023
https://doi.org/10.19171/uefad.1147025

Abstract

This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

References

  • Acar, D., Tertemiz, N., & Taşdemir, A. (2019). The relationship between mathematics and science problem solving skills and achievements of students who were being educated with STEM. Bartın Üniversitesi Eğitim Araştırmaları Dergisi, 3(2), 12-23.
  • Akaygun, S., & Aslan-Tutak, F. (2016). STEM images revealing STEM conceptions of pre-service chemistry and mathematics teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71.
  • Akbıyık, C., & Seferoğlu, S. S. (2006) Eleştirel düşünme eğilimleri ve akademik başarı [Critical thinking dispositions and academic achievement]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(32), 90-99.
  • Akgündüz, D. (2018). STEM eğitiminin kuramsal çerçevesi ve tarihsel gelişimi [Theoretical framework and historical development of STEM education]. In D. Akgündüz (eds.), Okul öncesinden üniversiteye kuram ve uygulamada STEM eğitimi (pp. 19-49). Anı Yayıncılık.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu [STEM education Turkey report]. Scala Basım.
  • Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). the development of a 21st-century skills and competences scale directed at teaching candidates: validity and reliability study. Pamukkale University Journal of Education, 40(40), 160-175. http://dx.doi.org/10.9779/PUJE768
  • Aydın, G., Saka, M., & Guzey, S. (2017). Science, technology, engineering, mathematics (STEM) attitude levels in grades 4th- 8th. Mersin University Journal of the Faculty of Education, 13(2). 787-802. https://doi.org/10.17860/mersinefd.290319
  • Azgın, A. O., & Şenler, B. (2019). STEM in primary school: Students’ career ınterest and attitudes. Journal of Computer and Education Research, 7(13), 213-232. https://doi.org/10.18009/jcer.538352
  • Banks, F., & Barlex, D. (2014). Teaching STEM in the secondary school: How teachers and schools can meet the challenge. Routledge.
  • Baran, E., Canbazoğlu-Bilici, S., & Mesutoğlu, C. (2015). Science, technology, engineering, and mathematics (STEM) public service announcement (PSA) development activity. Journal of Inquiry Based Activities, 5(2), 60-69.
  • Batdi, V., Talan, T., & Semerci, C. (2019). Meta-analytic and meta-thematic analysis of STEM education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(4), 382-399.
  • Baz, F. Ç. (2019). STEM education cycle in the framework of Bloom taxonomy. Academia Eğitim Araştırmaları Dergisi, 4(2), 142-150.
  • Berlin, D. F., & White, A. L. (2010). Preservice mathematics and science teachers in an integrated teacher preparation program for grades 7–12: A 3-year study of attitudes and perceptions related to integration. International Journal of Science and Mathematics Education, 8(1), 97-115. https://doi.org/10.1007/s10763-009-9164-0
  • Bingöl, G., & Demir, A. (2011). Communication skills of students of Amasya medical vocational school. Göztepe Tıp Dergisi, 26(4), 152-159.
  • Bircan, M. A. (2019). The effect of stem education activities on attitudes towards STEM, 21st century skills and mathematics achievements of fourth grade students [Unpublished doctoral dissertation]. Ondokuz Mayıs University.
  • Bircan, M. A., & Köksal, Ç. (2020). Investigation of STEM attitudes and STEM career ınterests of gifted students. Turkish Journal of Primary Education, 5(1), 16-32.
  • Bozkurt, Ş. B., & Çakır, H. (2016). 21st century learner skills: an investigation of middle school students based on grade level and gender. Pamukkale University Journal of Education, 39(39), 69-82. http://dx.doi.org/10.9779/PUJE757
  • Britton, B., & Tesser, A. (1991). Effects of time management practices on college grades. Journal of Educational Psychology, 83(3), 405- 410.
  • Bulut, T. (2020). Examination of STEM attitudes of secondary school students in terms of different variables. Asian Journal of Instruction, 8(2), 17-32. https://doi.org/10.47215/aji.713778
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70, 30-35.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS] (3rd ed.). Pegem Akademi.
  • Çepni, S (2018). Kuramdan uygulamaya STEM eğitimi [STEM education from theory to practice]. (2nd ed.). Pegem Akademi.
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. (3rd ed.). Celepler Matbaacılık.
  • Ceylan, Ö., Ermiş, G., & Yıldız, G. (2018). Özel yetenekli öğrencilerin bilim, teknoloji, mühendislik, matematik (STEM) eğitimine yönelik tutumları [Attitudes of gifted students towards science, technology, engineering and mathematics (STEM) education]. In G. Akkaya & P. Ertekin (Eds.), International congress on gifted and talented education congress (pp. 64-75).
  • Christensen, R., & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science Environment and Health, 3(1), 1-13. https://doi.org/10.21891/jeseh.275649
  • Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898-909. https://doi.org/10.1007/s10956-015-9572-6
  • Çiftçi, B., & Bakar, M. H. D. (2020). Investigation of social studies teacher candidates' 21st century skills competence perceptions. Kapadokya Eğitim Dergisi, 1(2), 44-60.
  • Çolak, M. (2019). The examination of prospective science teachers' perceptions of 21st century skills in terms of various variables [Unpublished master’s thesis]. Niğde Ömer Halis Demir University.
  • Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls' interest in STEM subject areas? American Journal of Engineering Education, 4(1), 27-38.
  • Çorlu, M. S. (2014). Call for manuscripts on STEM education. Turkish Journal of Education, 3(1), 4-10. https://doi.org/10.19128/turje.181071
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage publications.
  • Derin, G., Aydın, E., & Kırkıç, K. A. (2017). A scale on the attitudes towards STEM education. El-Cezeri Journal of Science and Engineering, 4(3), 547-559. https://doi.org/10.31202/ecjse.336550
  • Durmaz, M., Hüseyinli, T., & Güçlü, C. (2016). The relation between time management and academic success. Itobiad: Journal of the Human & Social Science Research, 5(7), 2291-2303.
  • ElSayary, A. (2021). Transdisciplinary STEAM curriculum design and authentic assessment in online learning: a model of cognitive, psychomotor, and affective domains. Journal of Turkish Science Education (TUSED), 18(3), 493-511. https://doi.org/10.36681/tused.2021.86
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). McGraw Hill Higher Education.
  • Fajrina, S., Lufri, L., & Ahda, Y. (2020). Science, technology, engineering, and mathematics (STEM) as a learning approach to improve 21st century skills: A review. International Journal of Online & Biomedical Engineering, 16(7), 94-104.
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  • Gömleksiz, M. N., Sinan, A. T., & Doğan, F. D. (2019). Perceptions of prospective teachers of Turkish, Turkish language and literature and contemporary Turkish dialects of the 21st century skills and competences. International Journal of Euroasian Research, 7(19), 163-185. https://doi.org/10.33692/avrasyad.628236
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İlköğretim Matematik Öğretmen Adaylarının STEM Eğitimine Yönelik Tutumları ile 21. Yüzyıl Becerileri Yeterlilik Algıları Arasındaki İlişkinin İncelenmesi

Year 2023, Volume: 36 Issue: 1, 150 - 173, 29.04.2023
https://doi.org/10.19171/uefad.1147025

Abstract

Bu çalışmada ilköğretim matematik öğretmen adaylarının STEM (FeTeMM) eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Nicel araştırma yöntemlerinden ilişkisel tarama modelinin kullanıldığı çalışmanın örneklemi, 71 ilköğretim matematik öğretmen adayından oluşmaktadır. Çalışmanın verileri, “STEM (Fen-Teknoloji-Mühendislik–Matematik) Eğitimi Tutum Ölçeği” ve “Öğretmen Adaylarına Yönelik 21. Yüzyıl Becerileri Yeterlilik Algıları Ölçeği” olmak üzere iki ölçme aracı ile elde edilmiştir. Çalışmada ilköğretim matematik öğretmen adaylarının STEM eğitimine yönelik tutumları ve 21. Yüzyıl becerileri yeterlilik algıları arasında sınıf düzeyi cinsiyete ve genel not ortalamalarına göre anlamlı farklılığın olup olmadığı ve STEM eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasında anlamlı bir ilişki olup olmadığı incelenmiştir. Yapılan analizler sonucunda ilköğretim matematik öğretmen adaylarının sınıf düzeylerine göre STEM eğitimine yönelik tutumlarında anlamlı bir farklılığın olmadığı sonucuna ulaşılmıştır. 21. Yüzyıl becerileri yeterlilik algılarında ise sınıf düzeylerine göre anlamlı farklılığın olduğu belirlenmiştir. Cinsiyete göre hem STEM eğitimine yönelik tutumlarda hem de 21. Yüzyıl becerileri yeterlilik algılarında anlamlı farklılığın olmadığı ortaya konulmuştur. Öğretmen adaylarının genel not ortalamalarına göre hem STEM eğitimine yönelik tutumlarında hem de 21. Yüzyıl becerilerine yönelik yeterlilik algılarında bir farklılığın olmadığı görülmüştür. STEM eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasında anlamlı bir ilişkinin olmadığı sonucuna ulaşılmıştır.

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There are 79 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Hasan Temel 0000-0003-4532-0529

Early Pub Date April 29, 2023
Publication Date April 29, 2023
Submission Date July 22, 2022
Published in Issue Year 2023 Volume: 36 Issue: 1

Cite

APA Temel, H. (2023). Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates’ Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 150-173. https://doi.org/10.19171/uefad.1147025