Gifted and Talented Students’ Views on Engineering Design-Oriented Integrated STEM

Year 2022, Volume: 11 Issue: 2, 364 - 383, 20.06.2022

Ceylan Şen , Zeynep Ay

https://doi.org/10.14686/buefad.1020619

Abstract

This research aims to present gifted and talented students’ views regarding STEM education and STEM disciplines in engineering design-oriented integrated STEM activities. The research was modeled as a case study, using a qualitative research design, and was conducted with seven 7th grade students, who were getting support education at Science and Art Center. Individual interviews were conducted to reveal the views and definitions of students about STEM disciplines before STEM activities. During implementation process, ten-week STEM activities were conducted with the students. After STEM activities, individual interviews were held with students and student views on STEM disciplines and STEM education were revealed. Observation forms and STEM activity booklet as documents were used during the STEM activities to support the interview data. Data that was collected was analyzed through content analysis. In this study, it was seen that gifted and talented students STEM disciplines separately from each other and independently from real-life situation, however after STEM education, they were able to make interdisciplinary associations and associate them with other disciplines and real life. In line with the findings, it was concluded that STEM education is effective in defining STEM disciplines and in providing interest and motivation for STEM disciplines.

Keywords

integrated STEM education, gifted and talented students, STEM activities

Üstün Zekalı ve Yetenekli Öğrencilerin Mühendislik Tasarımı Odaklı Bütünleşik STEM Hakkındaki Görüşleri

Abstract

Bu araştırmada, üstün zekâlı ve yetenekli öğrencilerin mühendislik tasarımı odaklı bütünleşik STEM etkinliklerinde STEM disiplinlerine ve STEM eğitimine yönelik görüşlerinin ortaya konulması amaçlanmıştır. Araştırma, nitel araştırma desenlerinden durum çalışması olarak modellenmiştir. Çalışmaya Yozgat Bilim ve Sanat Merkezi’ nde destek eğitimi alan yedi 7. sınıf öğrencisi katılmıştır. STEM eğitimi öncesi öğrencilerin STEM disiplinlerine ilişkin görüş ve tanımlamalarını ortaya çıkarmak amacıyla bireysel görüşmeler gerçekleştirilmiştir. Çalışma kapsamında öğrencilerle on haftalık STEM etkinlikleri gerçekleştirilmiştir. STEM eğitimi sonrasında da öğrencilerle bireysel görüşmeler gerçekleştirilerek STEM disiplinlerine ve STEM eğitimine yönelik öğrenci görüşleri ortaya konulmuştur. Görüşme verilerini desteklemek için STEM etkinlikleri süresince dokümanlar (gözlem formu, STEM etkinlik kitapçığı ve fotoğraflar) kullanılmıştır. Elde edilen ver,ler içerik analizi yolu ile analiz edilmiştir. STEM eğitimi öncesi öğrencilerin STEM disiplinlerini birbirlerinden ayrı ve gerçek yaşamdan bağımsız olarak tanımladıkları görülürken STEM eğitimi sonrasında her disiplini birbirleriyle, farklı disiplinlerle ve gerçek yaşamla ilişkilendirerek tanımladıkları görülmektedir. Elde edilen bulgular doğrultusunda STEM eğitiminin, STEM disiplinlerini tanımlamada ve STEM disiplinlerine yönelik ilgi ve motivasyon sağlamada etkili olduğu sonucuna ulaşılmıştır.

Keywords

bütünleşik STEM eğitimi, üstün zekalı ve yetenekli öğrenciler, STEM etkinlikleri

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