Meslek Lisesi Öğretmenlerinin STEM Entegrasyonuna Bakış Açıları: Nitel Bir Araştırma

Yıl 2025, Cilt: 5 Sayı: 2, 113 - 131, 20.12.2025

Aynur Kolburan Geçer , İbrahim Ozcelik

https://doi.org/10.59041/eyor.1729348

Öz

Mesleki ve teknik eğitim (MTE) öğrencilerinin mezun olduktan sonra ihtiyaç duydukları yetkinlikler, özellikle STEM (Bilim, Teknoloji, Mühendislik ve Matematik) eğitimi bağlamında, modern çalışma hayatının ihtiyaçları ile doğrudan uyumludur. Öğretmenler, öğrencilerin STEM ile ilgili 21. yüzyıl becerileriyle donatılmasında kritik bir rol oynamaktadır. Bu çalışma, mesleki ve teknik lise öğretmenlerinin STEM entegrasyonuna bakış açılarını araştırmayı amaçlamıştır. Nitel bir durum çalışması yaklaşımı kullanılmış ve veriler araştırmacılar tarafından geliştirilen açık uçlu sorular aracılığıyla toplanmıştır. Çalışmaya Mesleki ve Teknik Liselerde görev yapan 17 öğretmen katılmıştır. Bulgular, öğretmenlerin STEM entegrasyonunu soyut bilgiyi somutlaştırmak, problem çözme becerilerini geliştirmek, ürün geliştirmeyi teşvik etmek ve işgücünün nitelikli personel ihtiyacını karşılamak için gerekli gördüklerini ortaya koymuştur. Çalışma, öğrencileri modern işgücü piyasasının zorluklarına daha iyi hazırlamak için STEM yaklaşımlarını VTE'ye dahil etmenin önemini vurgulamaktadır.

Anahtar Kelimeler

Mesleki Teknik Eğitim , Öğretmen Görüşleri , STEM Entegrasyonu , Nitel Araştırma

Vocational High School Teachers' Perspectives on STEM Integration: A Qualitative Investigation

Öz

The competencies that vocational and technical education (VTE) students require upon graduation are directly aligned with the needs of modern working life, particularly in the context of STEM (Science, Technology, Engineering, and Mathematics) education. Teachers play a critical role in equipping students with STEM-related 21st-century skills. This study aimed to explore vocational and technical high school teachers' perspectives on STEM integration. A qualitative case study approach was employed, and data were collected through open-ended questions developed by the researchers. Seventeen teachers working in Vocational and Technical High Schools participated in the study. The findings revealed that teachers view STEM integration as essential for concretizing abstract knowledge, fostering problem-solving skills, encouraging product development, and addressing the workforce's need for qualified personnel. The study highlights the importance of incorporating STEM approaches into VTE to better prepare students for the challenges of the modern labor market.

Anahtar Kelimeler

Vocational Technical Education , Teacher Views , STEM İntegration , Qualitative

Kaynakça

• Alkan, C., Dogan, H., & Sezgin, I. (1998). Principles of vocational and technical education. Alkım Publications.
• Akgunduz, D., Aydeniz, M., Çakmakci, G., Cavas, B., Corlu, M. S., Onder, T., & Ozdemir, S. (2015). STEM Eğitimi Turkiye Raporu “Gunun Modasi mi Yoksa Gereksinimi mi?”. İstanbul: Scala Basım.
• Akgunduz, D., Ertepınar, H., Ger, A. M., & Turk, Z. (2018). Integration of STEM education into the curriculum: Workshop report. İstanbul Aydın Üniversitesi. https://www.aydin.edu.tr/tr-tr/akademik/fakulteler/egitim/Documents/STEM%20E%C4%9Fitiminin%20%C3%96%C4%9Fretim%20Program%C4%B1na%20Entegrasyonu-%20%C3%87al%C4%B1%C5%9Ftay%20Raporu.pdf
• Akgunduz, D., & Mesutoglu, C. (2020). STEM education for Industry 4.0 in vocational and technical high schools project and findings. TUSIAD Publications. https://doi.org/10.33828/sei.v32.i2.11
• Akran, S. K. & Asiroglu, S. (2018). Perceptions of Teachers towards the STEM Education and the Constructivist Education Approach: Is the Constructivist Education Approach Preparatory to the STEM Education?, Universal Journal of Educational Research, 6(10), ss. 2175-2186.
• Alagoz, S., & Sozen, E. (2021). Classroom teachers' views on STEM education. Third Sector Journal of Social Economy, 56(2), 1245-1266. https://doi: 10.15659/3.sektor-sosyal-ekonomi.21.06.1576
• Alkılınc, S. (2019). Investigation of teachers' views on STEM education and their applications to their lessons [Unpublished master's thesis]. Balıkesir University, Balıkesir.
• Atik, I. (2018). Science, technology, engineering and mathematics education as a solution to the issue of effective vocational education for qualified labor force. Journal of Higher Education & Science, 8(2), 254–263. https://doi.org/10.5961/jhes.2018.268
• Ayuso, A., Merayo, N., Ruiz-Requies, I., & Fernández, P. (2022).Challenges of STEM Vocations in Secondary Education. IEEE Transactions on Education, 65(4), 713–724. https://doi.org/10.1109/te.2022.3172993
• Bal, A. P., & Bedir, S. G. (2021). Examining teachers' views on STEM education. European Journal of Education Studies, 8(3), 1-15.
• Bakirci, H., & Kutlu, E. (2018). Determining science teachers' views on STEM approach. Turkish Journal of Computer and Mathematics Education, 9(2), 367-389. http://doi.org/10.16949/turkbilmat.417939
• Bardoe, D., Hayford, D., Bio, R., B., & Gyabeng, J. (2023). Challenges to the implementation of STEM education in the Bono East Region of Ghana. Heliyon, 9. Bergsten, C., & Frejd, P. (2019). Preparing pre-service mathematics teachers for STEM education: An analysis of lesson proposals. ZDM Mathematics Education, 51, 941-953. https://doi.org/10.1007/s11858-019-01071-7
• Bozan, M. A., & Anagun, Ş. (2019). STEM focused professional development process of elementary school teachers: An action research. AJESI - Anadolu Journal of Educational Sciences International, 9(1), 279-313. https://doi: 10.18039/ajesi.520851
• Brown, R. E. & Bogiages, C. A. (2019). “Professional Development through STEM Integration: How Early Career Math and Science Teachers Respond to Experiencing Integrated STEM Tasks”, International Journal of Science and Mathematics Education, 17, ss. 111-128.
• Buyruk, B. & Korkmaz, O. (2016). “FeTeMM Farkındalık Ölçeği (FFÖ): Geçerlik ve Güvenirlik Çalışması”, Türk Fen Eğitimi Dergisi,13(2), ss. 61-76.
• Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, E., & Demirel, F. (2009). Scientific research methods (2nd ed.). Pegem A Publishing.
• Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students' science knowledge and skills. School Science and Mathematics, 113(5), 215-226. http://dx.doi.org/10.1111/ssm.12023
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
• Cinar, S., & Terzi, S. Y. (2021). STEM educated teachers' views on STEM teaching. Yüzüncü Yıl University Journal of Faculty of Education, 18(2), 213-245. https://doi:10.33711/yyuefd.1028596
• Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2014). Driven by beliefs: Understanding challenges physical science teachers face when integrating engineering and physics. Journal of Pre-College Engineering Education Research, 4(2), 47–61. https://doi.org/10.7771/2157-9288.1098
• Du Plessis, A. E. (2018). The lived experience of out-of-field STEM teachers: A quandary for strategizing quality teaching in STEM?. Research in Science Education, 50, 1465. http://dx.doi.org/10.1007/s11165-018-9740-9
• Ejıwale, J. (2013). “Barriers to Successful Implementation of STEM Education”, Journal of Education and Learning, 7(2), ss. 63-74.
• Eryilmaz, S., & Uluyol, C. (2015). FATIH project evaluation in the light of 21st century skills. GEFAD / GUJGEF, 35(2), 209-229. https://dergipark.org.tr/tr/pub/gefad/issue/6772/91207
• Guleryuz, H. (2020). The effect of 3D printer and robotic coding applications on prospective teachers' 21st century learner skills, STEM awareness, and STEM teacher self-efficacy [Unpublished doctoral thesis]. Atatürk University Institute of Educational Sciences, Erzurum.
• Herro, D., & Quigley, C. (2017). Exploring teachers' perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43, 416–438. http://dx.doi.org/10.1080/19415257.2016.1205507
• Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258. http://files.eric.ed.gov/fulltext/EJ1044508.pdf
• Laforce, M., Noble, E., King, H., Century, J., Blackwell, C., Holt, S., Ibrahım, A. & Loo, S. (2016). “The Eight Essential Elements of Inclusive STEM High School”, International Journal of STEM Education, 3(21), ss. 2-11.
• Landicho, C. J. B. (2020). Research attitudes, motivations, and challenges of STEM education researchers. International Journal of Technology in Education (IJTE), 3(1), 49-61. https://doi.org/10.1787/9789264311800-en
• Lesseig, K., Slavit, D., Nelson, T. H., & Seidel, R. A. (2016). Supporting middle school teachers' implementation of STEM design challenges. School Science and Mathematics, 116(4), 177–188. http://dx.doi.org/10.1111/ssm.12172
• Maaß, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51, 869–884. https://doi.org/10.1007/s11858-019-01100-5
• Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1). https://doi.org/ 10.1186/s40594-018-0151-2 Mcdonald, C. V. (2016). “STEM Education: A Review of the Contribution of the Disciplines of Science, Technology, Engineering, and Mathematics”, Science Education International, 27(4), ss. 530-569.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
• NAE, (2009). Engineering in K-12 education understanding the status and improving the prospects. Katehi, L.,Pearson, G., Feder, M. (Ed.), Washington National Academies Press.
• NRC, (2009). Successful K-12 STEM Education: Identifying Effective Approaches In Science, Technology, Engineering and Mathematics. Washington The National Academic Press. 21, 56-76.
• Nurtanto, M., Sudira, P., Kholifah, N., Samsudin, A., &Warju, W. (2020).Vocational Teachers’ Perceptions and Perspectives in the Implementation of STEM Learning in the 21st Century.TEM Journal, 1675–1680. https:// doi.org/10.18421/tem94-46
• Nguyen, T. P. L., Nguyen, T. H. & Tran, T. K. (2020). “STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development”, Sustainability, 12, ss. 1-16.
• OECD. (2019). How’s life in the digital age: Opportunities and risks of the digital transformation for people’s well-being. OECD Publishing. https://doi.org/10.1787/9789264311800-en Ozbilen, A. G. (2018). Teachers' views and awareness of STEM education. Scientific Educational Studies, 2(1), ss. 1-21.
• Ozdemir, H. (2018). Meslek Lisesi Öğrencilerinin Alanlarıyla İlgili Mesleki Matematik Başarısını Geliştirmeye Yönelik Stem Uygulamaları. [Unpublished Master's Thesis]. Uludag Universitesi, Bursa.
• Park, H., Byun, S., Sim, J., Han, H., & Baek, Y. S. (2016). Teachers' perceptions and practices of STEAM education in South Korea. Eurasia Journal of Mathematics, Science & Technology Education, 12(7), 1739-1753. https://doi: 10.12973/eurasia.2016.1531a
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Qualitative research and evaluation methods). Bütün, M. & Demir, B. (Trans). Pegem Akademi Publication.
• Peters-Burton, E. E., Lynch, S., Behrend, T. S. & Means, B. B. (2014). “Inclusive STEM High School Design: 10 Critical Components”, Theory Into Practice, 53, ss. 64-71.
• Sanders, M.,(2009). STEM, STEM education, STEMmania. The Technology Teacher,68(4), 20-26.
• Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(13), 1-16. https://doi.org/10.1186/s40594-017-0068-1
• Stolhmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 28-34. https://doi.org/10.5703/1288284314653
• Suebsing, S., & Nuangchalerm, P. (2021). Understanding and satisfaction towards STEM education of primary school teachers through professional development programs. Jurnal Pendidikan IPA Indonesia, 10(2), 171–177. https://doi.org/10.15294/jpii.v10i2.25369
• Tezel, O. & Yaman, H. (2017). “FeTeMM Eğitimine Yönelik Türkiye’de Yapılan Çalışmalardan Bir Derleme”, Egitim ve Ogretim Araştırmaları Dergisi, 6(1), ss. 135-145.
• Tripney, J. S., & Hombrados, J. G. (2013). Technical and vocational education and training (TVET) for young people in low- and middle-income countries: A sySTEMatic review and meta-analysis. Empirical Research in
• Vocational Education and Training, 5(3), 1-14. https://doi: 10.1186/1877-6345-5-3 Unfrıed, A., Faber, M., Stanhope, D. S. & Wıebe, E. (2015). “The Development and Validation of a Measure of
• Student Attitudes toward Science, Technology, Engineering, and Math (S-STEM)”, Journal of Psychoeducational Assessment, 33(7), ss. 622-639.
• Wang, H. H. (2012). A new era of science education: Science teachers' perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration [Unpublished doctoral dissertation]. Minnesota University, Minnesota.
• Yildirim, A., & Simsek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (11th ed.). Seçkin Yayıncılık. Ankara.
• Yildirim, B. (2018). Investigation of teachers' opinions on STEM applications. Journal of Educational Theory and Practice Research, 4(1). https://dergipark.org.tr/en/pub/ekuad/issue/35893/410906