Tematik STEM Eğitimi Uygulaması: Sürtünme Kuvveti Örneği

Yıl 2020, Cilt: 37 , 3 - 21, 17.12.2020

Yasemin Hacıoğlu

Öz

STEM eğitimine verilen önem artış eğilimindedir. STEM eğitiminin öneminin artması ile birlikte öğretmenlerin STEM eğitimi uygulamalarına ihtiyacı ortaya çıkmaktadır. Bu çalışmada beşinci sınıf fen bilimleri dersi sürtünme kuvveti konusunda, Türkiye, Doğu Karadeniz Bölgesi’nde yaşanan gerçek yaşam problem durumu ile başlayan, öğrencilerin mühendislik tasarım sürecini ve bilimsel araştırma sürecini işe koşabilecekleri tematik STEM etkinliğinin tasarlanması, uygulaması ve değerlendirilmesinin sunulması amaçlanmıştır. Çalışma kapsamında tasarlanan etkinlik için öncelikle uzman görüşüne başvurulmuş ve geri dönütler doğrultusunda düzenlenerek, bir fen bilimleri öğretmeni tarafından ve araştırmacı rehberliğinde, 2018-2019 eğitim öğretim yılında 24 beşinci sınıf öğrencisi ile uygulanmıştır. Uygulama sürecine ilişkin uzman, araştırmacı ve öğretmen görüşleri değerlendirilmiştir. Değerlendirmeler sonucunda etkinliğin uygulanabilir olduğu fakat süre, mühendislik tasarım süreci, öğrencileri hazırlama ve süreci yürütme açısından uygulama sürecinde dikkat edilmesi gereken durumlar olduğu sonucuna varılmıştır. Farklı öğrenci grubu, konu ve kazanımlara uyarlanabileceği konusunda öneriler sunulmuştur.

Anahtar Kelimeler

STEM eğitimi, STEM etkinliği, tematik eğitim, mühendislik tasarımı, sürtünme kuvveti

Implementation of Thematic STEM Education: Friction Force Example

Öz

The importance given to STEM education tends to increase. Therefore, the need for STEM education practices of teachers is emerging. This study aimed to design, implement and evaluate a STEM activity in which students could apply the engineering design process and the scientific research process that begins with a real-life problem situation experienced in the Eastern Black Sea Region. Regarding the activity designed within the scope of the study, an expert was first consulted, and the activity was organized in accordance with the feedback obtained from the expert. It was then implemented by a science teacher with 24 fifth-graders in the 2018-2019 academic year, under the guidance of the researcher. Opinions of the expert, the researcher, and the teacher in relation to the application process were evaluated. It was concluded that although the activity was in general feasible to implement, there were certain issues to consider in terms of duration of the activity, the engineering design process, preparing the students and conducting the process. Suggestions are presented to adapt the activity to different student groups, topics, and objectives. 

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