The Effects of Design-Based Learning Applications on STEM Perceptions Development of Pre-Service Science Teachers

Year 2020, Volume: 17 Issue: 1, 231 - 265, 25.12.2020

Hicran Arslanhan Tufan İnaltekin

https://doi.org/10.33711/yyuefd.691585

Cited By: 2

Abstract

The aim of this study is to examine the effects of design-based learning applications on development of pre-service science teachers’ STEM perceptions.
The research, one group pretest-posttest-following test research design was used. Participants were 36 pre-service science teachers who enrolled to the Dede Korkut Faculty of Education at Kafkas University in 2017-2018 academic year spring semester. In the experimentation process, the pre-service science teachers studied about the design problems as group in the course of ‘Special Teaching Methods-I’. Data was gathered by ‘STEM Competence Scale’, ‘Assessment Form of STEM Domain Knowledge’, and ‘Interview Form’. Whereas the quantitative data was gathered through pretest, posttest and retention test, the qualitative data was gathered just after the experimentation process. One-way ANOVA for repeated measures was used to analyze the quantitative data and content analysis approach was used to analyze the qualitative data. The findings based on the quantitative data showed that design-based learning activities significantly enhanced pre-service science teachers’ STEM competencies, and domain knowledge related with STEM disciplines. Furthermore, the results obtained from the qualitative data revealed that design-based learning activities affected the pre-service science teachers’ STEM perceptions, expectations of STEM career, skill development and how to use a student’s learning.

Keywords

STEM, Desing Based Learning

Tasarım Temelli Öğrenme Uygulamalarının Fen Bilimleri Öğretmen Adaylarının STEM Anlayışlarını Geliştirmeye Etkisi

Abstract

Bu araştırmanın amacı, tasarım temelli öğrenme uygulamalarının fen bilimleri öğretmen adaylarının STEM anlayışlarını geliştirmeye etkisini incelemektir. Araştırma, tek grup ön test-son test ve izleme testi deneysel araştırma deseninden oluşmaktadır. Araştırmanın örneklemini, 2017-2018 eğitim-öğretim yılı bahar döneminde Kafkas Üniversitesi Dede Korkut Eğitim Fakültesi Fen Bilgisi Öğretmenliği Programı 3. sınıfta öğrenim gören 36 öğretmen adayı oluşturmaktadır. Araştırmanın deneysel uygulaması, fen bilgisi öğretmen adaylarının lisans programı “Özel Öğretim Yöntemleri-I” dersinde gruplar halinde tasarım problemlerinin çözümü üzerinde çalışmalarını içermektedir. Araştırmanın verileri “STEM Yetkinlik Algısı Ölçeği”, “STEM Alanları Bilgisi Değerlendirme Formu” ve “Görüşme Formu” ile toplanmıştır. Araştırmanın nicel verileri ön test, son test ve izleme testi olarak tekrarlı ölçümler yoluyla, nitel veriler ise sadece deneysel uygulama sonrasında elde edilmiştir. Araştırmanın nicel verileri ilişkili örneklemler için tek faktörlü ANOVA testi kullanılarak analiz edilmiştir. Nitel veriler ise içerik analizi yoluyla çözümlenmiştir. Araştırmanın nicel verilerinden elde edilen bulgular, tasarım temelli öğrenme uygulamalarının fen bilgisi öğretmen adaylarının STEM yetkinliklerini ve STEM alanları bilgi düzeylerini geliştirmede önemli etkiye sahip olduğunu göstermiştir. Nitel verilerden elde edilen bulgular ise tasarım temelli öğrenmenin öğretmen adaylarının STEM eğitimi, STEM kariyer beklentileri, beceri gelişimi ve öğrenci öğrenmesinde nasıl kullanılması gerektiğine ilişkin anlayışlarını geliştirmeye önemli etkileri olduğunu ortaya koymuştur.

Keywords

STEM, Tasarım Temelli Öğrenme

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