İlkokul Öğretmenlerinin Öğrencilerle Fen, Matematik, Mühendislik, Teknoloji (STEM) Eğitimi Öncesi Gereksinimleri; Durum Çalışması

Yıl 2020, Cilt: 20 Sayı: 88, 1 - 40, 20.07.2020

Ganime Aydın

Öz

Problem Durumu: İlkokul düzeyindeki STEM öğretiminde en önemli unsur doğal olarak ilkokul öğretmeninin STEM eğitimine ne kadar hazır olduğudur. Başta ABD olmak üzere birçok ülkede bu konuda öğretmen eğitimleri, kısa dönemli sertifika veren kurslara katılım, yüksek lisans programları, ulusal veya uluslararası projeler kapsamında eğitimlerle gerçekleştirilmektedir. Öğretmenlerle yapılan eğitimlerde genel olarak yaşanan sorunlar, geliştirilmesi gereken yeterlilikler ve eğitimlerle ilgili öneriler şu şekilde sıralanmaktadır: Öğretmenlere uzun süreli içeriğinde bol pratik uygulamaların olduğu eğitimler verilmesi, STEM entegrasyonunu anlama ve uygulamada sorunlar yaşadıkları, mühendisliği ayrı bir konu olarak algıladıkları, Mühendislik tasarım süreçleriyle ilgili uygulamalara ihtiyaçları olduğu, STEM alanları konu içerik bilgilerinde eksiklikleri olduğu, teknoloji yeterliliklerinin zayıf olduğu, zamanın yetersizliği ve müfredatın STEM entegrasyonunu içerecek şekilde düzenlenmesi gerektiği, öğretmenlerin öz inanç kendine güvenlerinin yetersizliğinin öğrenmelerini ve isteklerini etkilediği okullarda uygulamalar için gerekli malzemelerin olmayışı ve ölçme değerlendirme araçlarına ihtiyaçları olduğudur.
Bu araştırmada ise ilkokul öğretmenlerine STEM eğitim süreci içinde ortaya çıkan ihtiyaçları doğrultusunda planlanan 13 haftalık teorik ve uygulamalı eğitimlerle öğretmenlerin STEM eğitimini anlama ve STEM öğretimi için ihtiyaçlarını belirlemek amaçlanmıştır. Araştırmanın problemleri ise;
a- İlkokul öğretmenlerinin STEM eğitimini anlamadaki değişimleri nelerdir?
b- STEM eğitimin öğretimsel süreçte hangi boyutlarda katkısı olmuştur?
c- STEM öğretini gerçekleştirmek için gereksinimleri nelerdir?
d- STEM eğitimin faydalarıyla ilgili görüşleri nelerdir?

Araştırmanın amacı: MEB (2018) yılından itibaren yürürlüğe giren Fen Bilimleri programın kazanımlarında yer alan mühendislik ve tasarım becerileri uygulamaları ilkokul 3. sınıftan itibaren programda yer almıştır. Bu nedenle bu araştırmada teorik ve pratik uygulamalarla gerçekleştirilen STEM eğitiminin ilkokul öğretmenlerinin STEM eğitimini öğrencilerle uygulamadan önce gereksinimleri belirlenmeye çalışılmıştır.

Araştırmanın Yöntemi: Araştırma örnek olay yöntemiyle bir öğretmen hariç 6 ilkokul öğretmenliği yapmakta olan katılımcılar 13 haftalık yüksek lisans dersinde uygulamalı eğitimle gerçekleştirilmiştir. Dersin başlangıçtaki planında öğretmenlerin açık uçlu ön-test sorularına verdikleri yanıtlar ve süreç içindeki ihtiyaçları göz önüne alınarak değişikliklere gidilmiştir. Buna göre; STEM nedir? STEM entegrasyonu nedir?, PISA, TIMSS nedir, örnek sorular ve ülkelerin son durumu açıklanmıştır. STEM uygulamalarında kullanılan öğrenme yaklaşımları, modelleri uygulamalarla gerçekleştirilmiştir. Daha sonra Mühendislik nedir ve Mühendislik Tasarım Süreci (MTS) basamakları nelerdir, uzay mekiği örnek uygulaması gerçekleştirilmiştir. Daha sonra eklerde ( EK-2) Türkçe ve İngilizcesi yer alan Beyin ve Kask, Yapay Mide etkinlikleri gerçekleştirilmiş ve öğretmenlere yazılım mühendisi tarafından çizim programı olan Solidword programı kullanım eğitimi verilmiştir. Öğretmenler kask veya yapay mide tasarımlarını bu programda çizmiş daha sonra prototipleri 3 D yazıcı aracılığıyla üretilmiştir. Daha sonra Fen Bilimleri öğretim programında yer alan bir konuyu seçerek ders planı hazırlamaları istenmiş ve tüm öğretmenlerin ders planları incelenerek düzeltme ve önerilerde bulunulmuştur. Yine ders planlarına göre değerlendirme ölçeklerini nasıl hazırlayacakları, değerlendirme de nelere dikkat etmeleri gerektiği, rubrikler, açık uçlu sorular, test soruları gibi birçok örnekle açıklanmış ve ders planları için ölçme değerlendirme araçları hazırlamaları istenmiştir. Son olarak hazırladıkları tüm ölçme değerlendirme araçları öneriler verilerek değerlendirilmiştir. Veri kaynakları ön-son test olarak kullanılan açık uçlu sorular, tüm süreç boyunca elde edilen araştırmacı ve öğrenci günlükleri, ders planları, çalışma kâğıtları görüşme formları ve ölçme değerlendirme örnekleri çoklu veri olarak kullanılmıştır. Veriler araştırmacı ve alanda iki uzman yardımıyla açık ve çapraz kodlama ile kodların oluşturulması çoklu kontroller sonunda temaların oluşturulmasıyla tematik analizle değerlendirilmiştir.

Anahtar Kelimeler

STEM eğitimi, İlkokul öğretmen eğitimi, Biyoloji-STEM, Mühendislik tasarım süreci, tematik analiz

Prerequisites for Elementary School Teachers before Practicing STEM Education with Students: A Case Study

Öz

Purpose: Implementing STEM education in the early grades is a more effective way to encourage creativity, problem-solving, and innovation. There is a need for elementary teachers to implement STEM education to integrate and contextualize science, technology, engineering, and mathematics (STEM) in their teaching. This research aims to examine the prerequisites for elementary teachers before practicing STEM education with students.

Research Method: This study is a case study and implementations were undertaken with six teachers over 13 weeks and were delivered in theoretical and practical ways. Open-ended pre-test and post-test, interviews, diaries of both researcher and participants, worksheets, lesson plans, assessment tools and engineering design process (EDP) reports were used as multiple data sources to triangulate findings. Thematic analysis was utilized using open coding and cross coding of data.

Results: Several codes emerged from the analysis that were grouped under five salient themes as follows: understanding STEM, instructional gains of STEM education for teachers and benefits of STEM education for students, instructional prerequisites for teachers and conditions of schools to perform effective STEM education.

Implications for Research and Practice: Theoretical and practical integrated STEM education can be planned in a long-term manner for the education program of elementary school teachers consisting of problem-based, inquiry-based and project-based learning enriched with content knowledge integrated STEM practices.

Anahtar Kelimeler

STEM education, elementary teacher education, life- STEM, Engineering design process, thematic analysis

Kaynakça

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