Examination of the Opinions of Middle School Students on STEM Practices

Yıl 2018, , 47 - 54, 16.12.2018

Bekir Yıldırım , Mahmut Selvi

https://doi.org/10.18506/anemon.471037

Cited By: 11

Öz

The
purpose of this study is to determine the opinions of the students on STEM
practices used in teaching science course. 56 students studying in 7th grade
formed the study group. This study, which is conducted as case study design,
was completed in 8 weeks (4 hours per week) in fall semester of 2015-2016 academic
year. The study was conducted through the focus group discussions from the
qualitative research methods. In the context of the study, the data were
collected through a semi-structured interview form generated by the researcher.
The data were put through the content analysis. As a result of the analysis, it
was concluded that the STEM practices contributed to meaningful learning of the
students and improved the 21st century skills. In accordance with the results,
some recommendations were made on STEM practices.

Anahtar Kelimeler

STEM Practices, Student Opinions, Sciences

Ortaokul Öğrencilerinin STEM Uygulamalarına Yönelik Görüşlerinin İncelenmesi

Öz

Bu çalışmanın amacı, fen bilimleri dersinin öğretilmesinde kullanılan STEM uygulamalarına yönelik öğrenci görüşlerini tespit etmektir. Araştırmanın çalışma grubunu, 7. sınıflarda öğrenim görmekte olan 56 öğrenci oluşturmuştur. Durum çalışma deseni olarak yürütülen bu çalışma 2015-2016 eğitim-öğretim yılı güz döneminde 8 haftada (haftada 4 saat) tamamlanmıştır. Çalışma kapsamında veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen veriler, içerik analizine tabi tutulmuştur. Analizler sonucunda, STEM uygulamalarının öğrencilerin anlamlı öğrenmelerine katkı sağladığı ve 21. yüzyıl becerilerini geliştirdiği anlaşılmıştır. Elde edilen sonuçlar doğrultusunda STEM uygulamaları üzerine önerilerde bulunulmuştur.

Anahtar Kelimeler

Fen Bilimleri, STEM Uygulamaları, Öğrenci Görüşleri

Kaynakça

• Acar, D., Tertemiz, N., & Taşdemir, A. (2018). The Effects of STEM training on the academic achievement of 4th graders in science and mathematics and their views on STEM training. International Electronic Journal of Elementary Education, 10(4), 505-513.
• Akaygun, S., & Tutak, F.A. (2016). STEM imagenes revealing STEM conceptions of preservice chemistry and mathematics teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71.
• Banks, F., & Barlex, D. (2014). Teaching STEM in the secondary school: How teachers and schools can meet the challenge. London: Routledge.
• Beane, J. (1995). Curriculum integration and the disciplines of knowledge. The Phi Delta Kappan, 76(8), 616-622.
• Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: National Science Teachers.
• Choi, Y., & Hong, S.H. (2013). The Development and application effects of steam program about 'world of small organisms' unit in elementary science. Elementary Science Education, 32(3), 361-377.
• Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
• Czerniak, C. M., Weber, W. B., Sandmann, J. A., & Ahern, J. (1999). Literature review of science and mathematics integration. School Science and Mathematics, 99(8), 421-430.
• Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65.
• 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.
• Fraser, D., Aitken, V., & Whyte, B. (2013). Connecting curriculum, linking learning. Wellington, New Zealand: NZCE.
• Furner, J., & Kumar, D. (2007). The Mathematics and science ıntegration argument: a stand for teacher education. Eurasia Journal of Mathematics, Science & Technology, 3(3), 185-189.
• Gülhan, F., & Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi. International Journal of Human Sciences, 13(1), 602-620.
• Gülhan, F., & Şahin, F. (2018). STEAM (STEM+Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi. Journal of Human Sciences, 15(3), 1675-1699.
• Hammack, R., Ivey, T.A., Utley, J., & High, K.A. (2015). Effect of an engineering camp on students ‟ perceptions of engineering and technology. Journal of Pre-College Engineering Education Research, 5(2), 10-21.
• Kim, D.H., Ko, D.G., & Han, M.J. (2014). The Effects of science lessons applying steam education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
• 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, Salt Lake City, Utah.
• Landivar, L.C. (2013). The relationship between science and engineering education and employment in STEM occupations. American Community Survey Reports. (Accessed on 24.06.2018), https://www.census.gov/prod/2013pubs/acs-23.pdf
• Loepp, F. L. (1999). Models of curriculum ıntegration. The Journal of Technology Studies. (Accessed on 25.05.2018), http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-1999/Loepp.html
• Meinholdt, C., & Murray, S.L. (1999). Why aren't there more women engineers?. Journal of Women and Minorities in Science and Engineering, 5(3), 239-263.
• Merriam, S.B. (2013). Nitel araştırma desen ve uygulama için bir rehber. (Çev. Editörü: Selahattin Turan). Ankara: Nobel Yayınları.
• Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
• 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.
• Sahin, A., & Top, N. (2015). STEM students on the stage (SOS): Promoting student voice and choice in Stem education through an interdisciplinary, standards-focused, project based learning approach. Journal of STEM Education, 16(3), 24-33.
• Sahin, A., Ayar, M.C., & Adıgüzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. educational sciences. Theory & Practice, 14(1), 309-322.
• Tseng, K. H., Chang, C.C., Lou, S.J., & Chen, W.P. (2011). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (pjbl) environment. International Journal of Technology and Design, 23, 87-102.
• TÜSİAD (2017). 2023’e doğru Türkiye’de STEM gereksinimi. (Erişim: 20.05.2018), https://www.tusiadstem.org/images/raporlar/2017/STEM-Raporu-V7.pdf
• White, D.W. (2014). What is STEM education and why is it important?. Florida Association of Teacher Educators Journal, 1(14), 1-9.
• Yamak, H., Bulut, N., & Dündar, S. (2014). 5. Sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265.
• Yıldırım, B. (2017a). Fen eğitiminde STEM. İçinde: M. P. Demirci (Ed.), Fen bilimleri öğretimi, (pp. 283-295). Ankara: Pegem.
• Yıldırım, B. (2018). Teoriden pratiğe STEM eğitimi: Uygulama kitabı. Ankara: Nobel Yayınları.
• Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezerî Journal of Science and Engineering, 2(2); 28-40.
• Yıldırım, B., & Selvi, M. (2017). STEM uygulamaları ve tam öğrenmenin etkileri üzerine deneysel bir çalışma. Eğitimde Kuram ve Uygulama, 13(2), 183-210.
• Yıldırım, B., & Türk, C. (2018). Sınıf öğretmeni adaylarının STEM eğitimine yönelik görüşleri: uygulamalı bir çalışma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8 (2), 195-213.
• Yıldırım, P. (2017b). Fen, teknoloji, mühendislik ve matematik (STEM) entegrasyonuna ilişkin nitel bir çalışma. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (35), 31-55.