TY - JOUR T1 - Bütünleşik STEM Eğitimi Modelleri TT - Integrated STEM Education Models AU - Savran Gencer, Ayşe AU - Doğan, Hilmi AU - Bilen, Kadir AU - Can, Bilge PY - 2019 DA - January Y2 - 2018 JF - Pamukkale Üniversitesi Eğitim Fakültesi Dergisi JO - PUJE PB - Pamukkale Üniversitesi WT - DergiPark SN - 1301-0085 SP - 38 EP - 55 VL - 45 IS - 45 LA - tr AB - Eğitim programlarınınbütünleştirilmesi fikri, eğitimcilerin gerçek hayat ile ilgili problemlerininayrı ayrı disiplinlere bölünemeyeceğini fark etmeleriyle ortaya çıkmıştır.Dewey’in (1931) disiplinlerin ayrık olmaması gerektiğini bilakis gerçek dünyauygulamalarıyla hayata geçirilmesini savunduğu The Way out of Educational Confusion adlı kitabı 1950’li yıllarboyunca sınıflarda bütünleşik programların uygulanmasının önünü açmıştır.Dewey’in laboratuvar okulları ile başlattığı reform ve felsefesinden STEMeğitimi de etkilenmiştir. Programların bütünleştirilmesi, amaçlı bir şekildefarklı konu alanlarından gelen bilgi, beceri ve değerlerin daha anlamlı birşekilde bir kavram olarak öğretilmesi yaklaşımı ya da öğretme stratejisidir.STEM disiplinlerinin bütünleştirilmesi de bir çeşit öğretim programlarınınbütünleşmesidir. Bu nedenle programların bütünleştirilmesine ilişkinyaklaşımların STEM uygulayıcıları tarafından bilinmesi, STEM disiplinlerininbütünleştirilmesine ilişkin modellerin anlaşılması açısından oldukça önemliolacaktır. Bu çalışmanın amacı, programların bütünleştirilmesine yönelik alanyazın incelemelerinden hareketle teorik düzeyde bütünleşik STEM eğitimmodellerini ortaya koymaktır. KW - STEM eğitimi KW - mühendislik KW - bütünleşik STEM eğitimi modelleri N2 - The idea of curriculum integration is derived from educators’ awarenessthat real world problems are not separated into isolate disciplines.Furthermore, Dewey (1931) argued that disciplines should not be separate, butrather bring to life problems through real-world application in his book titledThe Way Out of Educational Confusionwhich paved the way for integrating curriculum in classrooms through the 1950s.STEM education has also affected by Dewey’s laboratory school reform andphilosophies. The integration of programs is the approach or teaching strategyof teaching knowledge, skills and values from different subject areas more in amore meaningfully way as a concept. STEM integration in the classroom is also atype of curriculum integration. For this reason, it is very important for STEMpractitioners to know the approaches for the integration of programs in termsof understanding models related to the integration of STEM disciplines. The aimof the study is to explore integrated STEM models at theoretical level based onthe literature examination about integrated program approaches. CR - Kaynakça CR - Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press. CR - Bryan, L. A., Moore, T.J., Johnson, C. C., & Roehrig, G.H (2016). Integrated STEM education. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM Road Map: A Framework for Integrated STEM Education. New York: Routledge. CR - Brunsell, E., (2012). Integrating engineering and science in your classroom. NSTA press. CR - Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD. CR - Dugger, W. E. (2010, December). Evolution of STEM in the United States. 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UR - https://dergipark.org.tr/tr/pub/pauefd/issue//433453 L1 - https://dergipark.org.tr/tr/download/article-file/607622 ER -