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The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education

Yıl 2017, Cilt: 37 Sayı: 2, 649 - 684, 21.08.2017

Öz

The purpose of this study is to reveal the
opinions of prospective science teachers regarding the engineering design based
science education (EDBSE). Being conducted with 44 prospective 3rd grade
science teachers by using the action research design, the study lasted for 5
weeks. At the end of the process, the teachers were asked to write their
negative or positive views about process, suggestions, and their opinions
regarding whether they will use it or not in the future. The qualitative data
that were collected via the participant opinions form were analyzed with the
content analysis. Prospective science teachers generally expressed positive
opinions regarding the EDBSE and they stated that they would like to apply it
in their classes in the future. On the other hand, the negative opinions or
suggestions of prospective teachers regarding these practices were determined
as having difficulties with time planning and management, classroom management,
preparation of activities and designing of a convenient problem

Kaynakça

  • Apedoe, X. S., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (2008). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology, 17(5), 454-465. Arafah, M. M. (2011). But what does this have to do with science? Building the case for engineering in K-12 (Unpublished doctoral thesis). Cleveland State University, UK. Aslan Yolcu, F. (2014). Ortaokul düzeyinde performans görevi uygulamaları sürecinde disiplinler arası yaklaşımın öğrencilerin problem çözme becerileri üzerindeki etkisi. I. International Eurasian Educational Research (EJER) Congress, İstanbul, Turkey. Atkinson, R. D., & Mayo, M. (2010). Refueling the U.S. innovation economy: Fresh approaches to science, technology, engineering and mathematics (STEM) education. Washington, DC: Information Technology and Innovation Foundation. Available on-line at http://www.itif.org/files/2010- refuelinginnovation-economy.pdf. Barnett, M. Connolly, K. G., Jarvin, L., Marulcu, I.Rogers, C., Wendell, K. B., & Wright, C. G. (2008). Science through LEGO engineering design a people mover: Simple machines.Retrieved from http://www.legoengineering.com/wp- content/uploads/2013/05/LEcom_Compiled_Packet_Machines_LowRes.pdf . Barrett, B. S., Moran, A. L., & Woods, J. E. (2014). Meteorology meets engineering: An interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education, 1(1), 1-7. Doi:10.1186/2196-7822-1-6. Berland, L. K. (2014). Designing for STEM integration. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 21-31. http://dx.doi.org/ 10.7771/2157–9288.1078. Bozkurt Altan, E., Yamak, H., & Buluş Kırıkkaya, E. (2016). Hizmetöncesi öğretmen eğitiminde STEM uygulamaları: Tasarım temelli fen eğitimi. Trakya University Journal of Education, 6(2), 212-232. Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri ve sürece yönelik algılarına etkisi (Unpublished doctoral thesis). Gazi University, Ankara. Brunsell, E. (2012). The engineering design process. In E. Brunsell (Ed.), Integrating engineering science in your classroom ( pp.3-5). Arlington, Virginia: National Science Teacher Association [NSTA] Press. Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20-46). Wasington, DC: American Association for the Advancement of Science (AAAS). Capobianco, B. M. (2011). Exploring a science teacher’s uncertainty with integrating engineering design: An action research study. Journal of Science Teacher Education, 22, 645-660. Capobianco, B. M. (2013). Learning and teaching science through engineering design: insights and implications for professional development. Charleston, SC: Association for Science Teacher Education. Çavaş, B., Bulut, Ç., Holbrook, J. & Rannikmae, M. (2013). Fen eğitimine mühendislik odaklı bir yaklaşım: ENGINEER projesi ve uygulamaları. Fen Bilimleri Öğretimi Dergisi, 1(1), 12-22. Clarke, K. C. (2010). A science, engineering and technology (SET) approach improves science process skills in 4-h animal science participants. Journal of Extension- Sharing Knowledge, Enriching Extension, 48(1), article 1IAW3. Retrieved from http://www.joe.org/joe/2010february/iw3.php . Cuijck, L. V., Keulen, H. V., & Jochems, W. (2009). Are primary school teachers ready for inquiry and design based technology education? Retrieved from http://www.iteaconnect.org/Conference/PATT/PATT22/Cuijck.pdf Cunningham, C.M., & Lachapelle, C.P. (2014). Designing engineering experiences to engage all students. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: synthesizing research, policy, and practices (pp. 117–142). Lafayette, IN: Purdue University Press. Daugherty, J. (2012). Infusing engineering concepts: Teaching engineering design. National Center for Engineering and Technology Education. Retrieved from http://files.eric.ed.gov/fulltext/ED537384.pdf Denson, C. (2011). Building a framework for engineering design experiences in STEM: A synthesis. National Center for Engineering and Technology Education. Retrieved from http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1161&context=ncete_publications Diaz, D., & King, P. (2007). Adapting a post-secondary STEM instructional model to K-5 mathematics instruction. Honolulu, HI: Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Dugger, E. W. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research. Australia. Retrieved from http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf Dym, C.L., Wood, W.H., & Scott, M.J. (2002).Rank ordering engineering designs: Pairwise comparison charts and borda counts. Research in Engineering Design, 13, 236–242. English, L. D., & King, D. T. (2015). STEM learning through engineering design: fourth-grade students’ investigations in Aerospace. International Journal of STEM Education, 2(14), 1-18. DOI 10.1186/s40594-015-0027-7. Ercan, S. & Şahin, F. (2015). The usage of engineering practices in science education: Effects of design based science learning on students’ academic achievement. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9(1), 128-164. Felix, A. L. (2010). Design-based science for STEM student recruitment and teacher professional development. Mid Atlantic ASEE Conference, Villanova University. Ferrance, E. (2000). Action research. Brown University Northeast and Islands Regional Educational Laboratory.Retrieved from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf Fortus, D., Dershimer, R. C., Krajcik, J. S., Marx, R. W. & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110. Hacıoğlu, Y., Yamak, H., & Kavak, N. (2016). Teachers' opinions regarding engineering design based science education. Bartın University Journal of Faculty of Education, 5(3), 807-830. Harkema, J., Jadrich, J. & Bruxvoort, C. (2009) Science and engineering: Two models of laboratory investigation. The Science Teacher, 76(9), 27-31. Holmes, M., Rulfs, J., & Orr, J. (2007). Curriculum development and integration for K-6 engineering education. Paper presented at the 2007 ASEE Annual Conference and Exposition. Hawaii. Honey, M., Pearson, G., & Schweingruber, H. (Eds.)(2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington: National Academies Press. Hopkins, D. (2014). A teacher's guide to classroom research. McGraw-Hill Householder, D. L., & Hailey, C. E. (Eds.). (2012). Incorporating engineering design challenges into STEM courses. Retrieved from the NCETE website: http://ncete.org/flash/pdfs/NCETECaucusReport.pdf Hudson, P. B., English, L. D., & Dawes, L. (2014). Curricula integration: Identifying and locating engineering education across the Australian Curriculum. Curriculum Perspectives, 34(1), 43–50. Hynes, M., Portsmore, M., Dare E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses. Retrieved from http://ncete.org/flash/pdfs/Infusing%20Engineering%20Hynes.pdf . Jonassen, D. H. (2011). Design problems for secondary students. Retrieved from http://ncete.org/flash/pdfs/Design_Problems_Jonassen.pdf Kolodner, J. L., Camp, P., Crismond, D., Fasse, B., Gray, J., Holbrook, J. et al. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: putting learning by design(tm) into Practice. Journal of the Learning Sciences, 12(4), 495-547. Kolodner, J. L., Crismond, D., Gray, J., Holbrook, J. & Puntambekar, S. (1998). Learning by design from theory to practice. Retrieved from http://www.cc.gatech.edu/projects/lbd/htmlpubs/lbdtheorytoprac.html. LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). San Diego, CA: Academic Press. Mamlok-Naaman, R., Navon, O., Carmeli, M. & Hofstein, A. (2003). Teachers research their students' understanding of electrical conductivity. Australian Journal of Education in Chemistry, 62, 13-20. Marulcu, İ. & Sungur, K. (2012). Fen bilgisi öğretmen adaylarının mühendis ve mühendislik algılarının ve yöntem olarak mühendislik-dizayna bakış açılarının incelenmesi [Investigating Pre-Service Science Teachers' Perspectives on Engineers, Engineering and Engineering Design as Context]. Journal of Afyon Kocatepe University Journal of Science and Engineering.12 (1), 13-23. Mehalik, M., Doppelt, Y. & Schunn, C. D. (2008). Middle school science through design based learning versus scripted inquiry: better overall science concept learning and equity gap reduction. Journal of Engineering Education, January, 71-86. Mentzer, N. (2011). High school engineering and technology education integration through design challenges. Journal of STEM Teacher Education, 48(2), 103-136. Miaoulis, I. (2014). K-12 engineering: the missing core discipline. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in Pre-college settings: research into practice (pp. 21–34). West Lafayette, Indiana: Purdue University Press. Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis (2rd ed.). London: SAGE Publications. Mills, G. E. (2007). Action research: A guide for the teacher researcher (3rd ed.). New Jersey: Person Education, Inc. Ministry of National Education (MNE) [Milli Eğitim Bakanlığı]. (2013). Fen bilimleri dersi programı, 3.-8. Sınıflar .Retrieved from http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari/icerik/151. Ministry of National Education (MNE) [Milli Eğitim Bakanlığı]. (2017). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). T.C.Milli Eğitim Bakanlığı: Ankara. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=143 Moore, T. J. , Stohlmann, M. S., Wang, H., Tank, K. M., Glancy, A. W., & Roehrig, G. H.. (2014b). Implementation and integration of engineering in K-12 STEM education. In S Purzer, J Strobel, & M Cardella (Eds.), Engineering in Pre-college settings: research into practice (pp. 35–60). West Lafayette, Indiana: Purdue University Press. Moore, T.J., Glancy, A.W., Tank, K. M., Kersten, J. A., Smith, K.A., Karl, A., & Stohlmann, M. S. (2014a). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education, 4(1), Article 2. http://dx.doi.org/10.7771/2157-9288.1069. 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STEM learning is everywhere: summary of a convocation on building learning systems. Washington, DC: The National Academies Press. Next Generations Science Standards [NGGS]. (2013). The next generation science standards-executive summary. Retrieved from http://www.nextgenscience.org/sites/ngss/files/Final%20Release%20NGSS%20Fron t%20Matter%20-%206.17.13%20Update_0.pdf Roth, W. (2001). Learning Science through technological design. Journal of Research in Science Teaching, 38(7), 768-790. Sadler, P. M., Coyle, H. P. & Schwartz, M. (2000). Engineering competitions in the middle school classroom: Key elements in developing effective design challenges. The Journal of the Learning Sciences, 9, 299–327. Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26. Schunn, C. D. (2009). How kids learn engineering: the cognitive science. Bugliarello, G. (Edt.). The Bridge Linking Engineering and Society. (32-38). Washington, DC: National Academy of Engineering. Shaughnessy, M. (2013). Statistical literacy and the 2013 international year of statistics. (President’s message). National Council of Teachers of Mathematics. Retrieved from. http:// atmopav.com/wp-content/uploads/2012/08/Presidents-Message-Sept-2012.pdf Silk E. M. & Schunn C. D. (2008). The impact of an engineering design curriculum on science reasoning in an urban setting, Journal of Science Education and Technology, 41(10), 1081-1110. Smith, J., & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: a literary review and a manual for administrators and teachers. Retrieved from http://files.eric.ed.gov/fulltext/ED443172.pdf Stohlmann, M, Moore, TJ,, & Roehrig, GH. (2012). Considerations for teaching integrated STEM. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 28-34. Retrieved from http://dx.doi.org/10.5703/1288284314653. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and technique. Newbury Park, CA: Sage. Strong, M. G. (2013). Developing Elementary Math and Science Process Skills Through Engineering Design Instruction (Unpublisched master’s thesis). Hofstra University: Newyork. Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45(3), 373– 394. Sungur-Gül, K. & Marulcu, İ. (2014). Yöntem olarak mühendislik-dizayna ve ders materyali olarak legolara öğretmen ile öğretmen adaylarının bakış açılarının incelenmesi. International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(2), 761-786. Tal, T., Krajcik, J. S. & Blumenfeld, P. C. (2006). An observational methodology for studying group design activity. Research in Engineering Design, 2(4), 722- 745. Task Force Report, STEM. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in California public education. 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Yıl 2017, Cilt: 37 Sayı: 2, 649 - 684, 21.08.2017

Öz

Kaynakça

  • Apedoe, X. S., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (2008). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology, 17(5), 454-465. Arafah, M. M. (2011). But what does this have to do with science? Building the case for engineering in K-12 (Unpublished doctoral thesis). Cleveland State University, UK. Aslan Yolcu, F. (2014). Ortaokul düzeyinde performans görevi uygulamaları sürecinde disiplinler arası yaklaşımın öğrencilerin problem çözme becerileri üzerindeki etkisi. I. International Eurasian Educational Research (EJER) Congress, İstanbul, Turkey. Atkinson, R. D., & Mayo, M. (2010). Refueling the U.S. innovation economy: Fresh approaches to science, technology, engineering and mathematics (STEM) education. Washington, DC: Information Technology and Innovation Foundation. Available on-line at http://www.itif.org/files/2010- refuelinginnovation-economy.pdf. Barnett, M. Connolly, K. G., Jarvin, L., Marulcu, I.Rogers, C., Wendell, K. B., & Wright, C. G. (2008). Science through LEGO engineering design a people mover: Simple machines.Retrieved from http://www.legoengineering.com/wp- content/uploads/2013/05/LEcom_Compiled_Packet_Machines_LowRes.pdf . Barrett, B. S., Moran, A. L., & Woods, J. E. (2014). Meteorology meets engineering: An interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education, 1(1), 1-7. Doi:10.1186/2196-7822-1-6. Berland, L. K. (2014). Designing for STEM integration. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 21-31. http://dx.doi.org/ 10.7771/2157–9288.1078. Bozkurt Altan, E., Yamak, H., & Buluş Kırıkkaya, E. (2016). Hizmetöncesi öğretmen eğitiminde STEM uygulamaları: Tasarım temelli fen eğitimi. Trakya University Journal of Education, 6(2), 212-232. Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri ve sürece yönelik algılarına etkisi (Unpublished doctoral thesis). Gazi University, Ankara. Brunsell, E. (2012). The engineering design process. In E. Brunsell (Ed.), Integrating engineering science in your classroom ( pp.3-5). Arlington, Virginia: National Science Teacher Association [NSTA] Press. Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20-46). Wasington, DC: American Association for the Advancement of Science (AAAS). Capobianco, B. M. (2011). Exploring a science teacher’s uncertainty with integrating engineering design: An action research study. Journal of Science Teacher Education, 22, 645-660. Capobianco, B. M. (2013). Learning and teaching science through engineering design: insights and implications for professional development. Charleston, SC: Association for Science Teacher Education. Çavaş, B., Bulut, Ç., Holbrook, J. & Rannikmae, M. (2013). Fen eğitimine mühendislik odaklı bir yaklaşım: ENGINEER projesi ve uygulamaları. Fen Bilimleri Öğretimi Dergisi, 1(1), 12-22. Clarke, K. C. (2010). A science, engineering and technology (SET) approach improves science process skills in 4-h animal science participants. Journal of Extension- Sharing Knowledge, Enriching Extension, 48(1), article 1IAW3. Retrieved from http://www.joe.org/joe/2010february/iw3.php . Cuijck, L. V., Keulen, H. V., & Jochems, W. (2009). Are primary school teachers ready for inquiry and design based technology education? Retrieved from http://www.iteaconnect.org/Conference/PATT/PATT22/Cuijck.pdf Cunningham, C.M., & Lachapelle, C.P. (2014). Designing engineering experiences to engage all students. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: synthesizing research, policy, and practices (pp. 117–142). Lafayette, IN: Purdue University Press. Daugherty, J. (2012). Infusing engineering concepts: Teaching engineering design. National Center for Engineering and Technology Education. Retrieved from http://files.eric.ed.gov/fulltext/ED537384.pdf Denson, C. (2011). Building a framework for engineering design experiences in STEM: A synthesis. National Center for Engineering and Technology Education. Retrieved from http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1161&context=ncete_publications Diaz, D., & King, P. (2007). Adapting a post-secondary STEM instructional model to K-5 mathematics instruction. Honolulu, HI: Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Dugger, E. W. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research. Australia. Retrieved from http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf Dym, C.L., Wood, W.H., & Scott, M.J. (2002).Rank ordering engineering designs: Pairwise comparison charts and borda counts. Research in Engineering Design, 13, 236–242. English, L. D., & King, D. T. (2015). STEM learning through engineering design: fourth-grade students’ investigations in Aerospace. International Journal of STEM Education, 2(14), 1-18. DOI 10.1186/s40594-015-0027-7. Ercan, S. & Şahin, F. (2015). The usage of engineering practices in science education: Effects of design based science learning on students’ academic achievement. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9(1), 128-164. Felix, A. L. (2010). Design-based science for STEM student recruitment and teacher professional development. Mid Atlantic ASEE Conference, Villanova University. Ferrance, E. (2000). Action research. Brown University Northeast and Islands Regional Educational Laboratory.Retrieved from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf Fortus, D., Dershimer, R. C., Krajcik, J. S., Marx, R. W. & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110. Hacıoğlu, Y., Yamak, H., & Kavak, N. (2016). Teachers' opinions regarding engineering design based science education. Bartın University Journal of Faculty of Education, 5(3), 807-830. Harkema, J., Jadrich, J. & Bruxvoort, C. (2009) Science and engineering: Two models of laboratory investigation. The Science Teacher, 76(9), 27-31. Holmes, M., Rulfs, J., & Orr, J. (2007). Curriculum development and integration for K-6 engineering education. Paper presented at the 2007 ASEE Annual Conference and Exposition. Hawaii. Honey, M., Pearson, G., & Schweingruber, H. (Eds.)(2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington: National Academies Press. Hopkins, D. (2014). A teacher's guide to classroom research. McGraw-Hill Householder, D. L., & Hailey, C. E. (Eds.). (2012). Incorporating engineering design challenges into STEM courses. Retrieved from the NCETE website: http://ncete.org/flash/pdfs/NCETECaucusReport.pdf Hudson, P. B., English, L. D., & Dawes, L. (2014). Curricula integration: Identifying and locating engineering education across the Australian Curriculum. Curriculum Perspectives, 34(1), 43–50. Hynes, M., Portsmore, M., Dare E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses. Retrieved from http://ncete.org/flash/pdfs/Infusing%20Engineering%20Hynes.pdf . Jonassen, D. H. (2011). Design problems for secondary students. Retrieved from http://ncete.org/flash/pdfs/Design_Problems_Jonassen.pdf Kolodner, J. L., Camp, P., Crismond, D., Fasse, B., Gray, J., Holbrook, J. et al. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: putting learning by design(tm) into Practice. Journal of the Learning Sciences, 12(4), 495-547. Kolodner, J. L., Crismond, D., Gray, J., Holbrook, J. & Puntambekar, S. (1998). Learning by design from theory to practice. Retrieved from http://www.cc.gatech.edu/projects/lbd/htmlpubs/lbdtheorytoprac.html. LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). San Diego, CA: Academic Press. Mamlok-Naaman, R., Navon, O., Carmeli, M. & Hofstein, A. (2003). Teachers research their students' understanding of electrical conductivity. Australian Journal of Education in Chemistry, 62, 13-20. Marulcu, İ. & Sungur, K. (2012). Fen bilgisi öğretmen adaylarının mühendis ve mühendislik algılarının ve yöntem olarak mühendislik-dizayna bakış açılarının incelenmesi [Investigating Pre-Service Science Teachers' Perspectives on Engineers, Engineering and Engineering Design as Context]. Journal of Afyon Kocatepe University Journal of Science and Engineering.12 (1), 13-23. Mehalik, M., Doppelt, Y. & Schunn, C. D. (2008). Middle school science through design based learning versus scripted inquiry: better overall science concept learning and equity gap reduction. Journal of Engineering Education, January, 71-86. Mentzer, N. (2011). High school engineering and technology education integration through design challenges. Journal of STEM Teacher Education, 48(2), 103-136. Miaoulis, I. (2014). K-12 engineering: the missing core discipline. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in Pre-college settings: research into practice (pp. 21–34). West Lafayette, Indiana: Purdue University Press. Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis (2rd ed.). London: SAGE Publications. Mills, G. E. (2007). Action research: A guide for the teacher researcher (3rd ed.). New Jersey: Person Education, Inc. Ministry of National Education (MNE) [Milli Eğitim Bakanlığı]. (2013). Fen bilimleri dersi programı, 3.-8. 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Zeni (Ed.), Ethical Issues In Practitioner Research (pp. 83-91). New York: Teachers College Press. Wendell, K. B. (2008). The theoretical and empirical basis for design-based science instruction for children (Unpublished Qualifying Paper). Tufts University: Boston. Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., Rogers, C., Barnett, M., & Marulcu, I. (2010). Incorporating engineering design into elementary school science curricula. American Society for Engineering Education Annual Conference & Exposition, Louisville, KY. Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi. Zawojewski, J. S., Diefes-Dux, H. A., & Bowman, K. J. (Eds.) (2008). Models and modeling in Engineering Education: Designing experiences for all students. Rotterdam: Sense Publications.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Yasemin Hacıoğlu

Havva Yamak

Nusret Kavak

Yayımlanma Tarihi 21 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 37 Sayı: 2

Kaynak Göster

APA Hacıoğlu, Y., Yamak, H., & Kavak, N. (2017). The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 649-684.
AMA Hacıoğlu Y, Yamak H, Kavak N. The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education. GEFAD. Ağustos 2017;37(2):649-684.
Chicago Hacıoğlu, Yasemin, Havva Yamak, ve Nusret Kavak. “The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 37, sy. 2 (Ağustos 2017): 649-84.
EndNote Hacıoğlu Y, Yamak H, Kavak N (01 Ağustos 2017) The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 37 2 649–684.
IEEE Y. Hacıoğlu, H. Yamak, ve N. Kavak, “The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education”, GEFAD, c. 37, sy. 2, ss. 649–684, 2017.
ISNAD Hacıoğlu, Yasemin vd. “The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 37/2 (Ağustos 2017), 649-684.
JAMA Hacıoğlu Y, Yamak H, Kavak N. The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education. GEFAD. 2017;37:649–684.
MLA Hacıoğlu, Yasemin vd. “The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 37, sy. 2, 2017, ss. 649-84.
Vancouver Hacıoğlu Y, Yamak H, Kavak N. The Opinions of Prospective Science Teachers Regarding STEM Education: The Engineering Design Based Science Education. GEFAD. 2017;37(2):649-84.