Araştırma Makalesi
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Yıl 2022, Cilt: 6 Sayı: 2, 287 - 318, 31.12.2022

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Kaynakça

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Adapting the Survey of Technological Pedagogical STEM Knowledge to the Turkish Language and Determining the Knowledge of Pre-service and In-service Teachers

Yıl 2022, Cilt: 6 Sayı: 2, 287 - 318, 31.12.2022

Öz

The purpose of this study was to adapt a survey developed by Chai, Jong et al. (2019) on technological pedagogical STEM (TP-STEM) knowledge into Turkish and to determine the knowledge of pre-service and in-service teachers about TP-STEM. The original survey consisted of four factors and a total of 17 items. These factors included Technological Pedagogical Knowledge in Science (TPSK), Technological Pedagogical Knowledge in Mathematics (TPMK), Technological Pedagogical Knowledge in Engineering (TPEK), and Integrative STEM (iSTEM) knowledge. The participants of the study were 520 pre-service and in-service teachers. The analysis showed that the model fit indices for the validity of the factor structures were acceptable with a value of RMSEA=0.0621 and showed excellent agreement with the values SRMR=0.0346, CFI =0.961, TLI=0.953. The Cronbach's alpha values for the factors ranged from 0.80 to 0.84 (α-value >.70). These results mean that the survey adapted to Turkish language was reliable and valid for further research. The results showed that pre-service and in-service mathematics teachers had lower self-efficacy on the subfactors (TPSK, TPMK, TPEK, and iSTEM) than pre-service and in-service science and computer teachers.

Kaynakça

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  • Honey, M., Pearson, G., & Schweingruber, A. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
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  • Karademir-Coşkun, T., Alakurt, T., & Yılmaz, B. (2020). Bilişim teknolojileri öğretmenlerinin perspektifinden STEM eğitimi [STEM education from the perspective of ınformatıon technologies teachers]. Abant İzzet Baysal University Journal of the Faculty of Education, 20 (2), 820-836. https://doi.org/10.17240/aibuefd.2020..-536856
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  • Koçak, B., Aslan, A., & Capellaro, E. (2019). Fen Bilimleri, Matematik ve Sınıf Öğretmen adaylarının FeTeMM öğretimine ilişkin yönelimleri [Science, Mathematics and Primary Pre-service 'Teachers' ıntention on STEM teaching]. Journal of Science Education, 7(2), 168-188.
  • Köse, M., & Ataş, R. (2020). Sınıf öğretmenlerinin STEM eğitimine yönelik görüşlerinin değerlendirilmesi [The opinions of elementary teachers about STEM education]. Academy Journal of Educational Sciences, 4(2), 103-110. https://doi.org/10.31805/acjes.828442
  • Kuo, H. C., Tseng, Y. C., & Yang, Y. T. C. (2019). Promoting college ' 'student's learning motivation and creativity through a stem interdisciplinary pbl human-computer interaction system design and development course. Thinking Skills and Creativity, 31, 1-10. https://doi.org/10.1016/j.tsc.2018.09.001
  • Lin, P. Y., Chai, C. S., & Jong, M. S. Y. (2021). A study of disposition, engagement, efficacy, and vitality of teachers in designing science, technology, engineering, and mathematics education. Frontiers in Psychology, 12, 661631. https://doi.org/10.3389/fpsyg.2021.661631
  • Love, T. S., & Hughes, A. J. (2022). Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences. International Journal of STEM Education, 9(1), 1-20. https://doi.org/10.1186/s40594-022-00345-z
  • Lunenburg, F. C. (2011). Self-efficacy in the workplace: Implications for motivation and performance. International Journal of Management, Business, and Administration, 14(1), 1-6.
  • Meydan, C. H. & Şeşen H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları (2. Baskı) [Structural equation modeling AMOS applıcations (2th. Ed.)]. Detay Publishing.
  • Millî Eğitim Bakanlığı Özel Öğretim Kurumları Genel Müdürlüğü [ÖÖKGM ] (2019). Kazanım merkezli STEM uygulamaları [Acquisition-centered STEM applications]. http://ookgm.meb.gov.tr/meb_iys_dosyalar/2019_01/29164143_STEM_KitapYk.pdf
  • Milner-Bolotin, M. (2018,). Evidence-based research in STEM teacher education: From theory to practice. Frontiers in Education, 3, 92. https://doi.org/10.3389/feduc.2018.00092
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM Integration. Journal of STEM Education, 15(1), 5-10.
  • Myers, W. H. (2000). A Structural Equation Model of Family Factors Associated with Adolescent Depression [Unpublished doctoral dissertation]. The University of Memphis.
  • National Research Council[NRC] (2013). Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?. The National Academic Press.
  • Nunnally, B. H., & Bernstein, J.C. (1994). Psychometric theory (3th. ed.). McGraw-Hill.
  • Özbilen, A. G. (2018). Sınıf öğretmenlerinin STEM eğitimine yönelik görüşlerinin değerlendirilmesi [The Opinions of Elementary Teachers about STEM education]. Scientific Educational Studies, 2 (1), 1-21. https://dergipark.org.tr/tr/pub/ses/issue/37465/414916
  • Pallant, J. (2005). SPSS survival guide: A step by step guide to data analysis using spss for windows (3th ed.). Open University Press.
  • Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6
  • Parker, C. E., Stylinski, C. D., Bonney, C. R., Schillaci, R., & McAulliffe, C. (2015). Examining the quality of technology implementation in STEM classrooms: Demonstration of an evaluative framework. Journal of Research on Technology in Education, 47(2), 105-121. https://doi.org/10.1080/15391523.2015.999640
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher selfefficacy beliefs: An insight into the making of teachers. Australian. Journal of Teacher Education, 36(12), 46-58. http://dx.doi.org/10.14221/ajte.2011v36n12.6
  • Phanprom, K., Traiwichitkhun, D., & Sriklaub, K. (2021). Development of STEM ' 'teacher's competencies measurement instrument Using TPACK-STEM framework. Journal of Educational Measurement Mahasarakham University, 27 (1), 49-64.
  • Rahman, S. M., Krishnan, V. J., & Kapila, V. (2017, June). Exploring the dynamic nature of TPACK framework in teaching STEM using robotics in middle school classrooms. ASEE Annual Conference & Exposition, Conference Proceedings. https://doi.org/10.18260/1-2--28336
  • Rosenthal, R., & Rosnow, R. L. (2008). Essentials of behavıoral research: Methods and data Analysis (3th ed.). McGraw-Hill
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2), 123- 149. https://doi.org/10.1080/15391523.2009.10782544
  • Seçer, İ. (2015). SPSS ve LISREL ile pratik veri analizi (2. Baskı) [Practical data analysis with SPSS and LISREL (2 th. ed.)]. Anı Publishing.
  • Smith, J., & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: A literary review and a manual for administrators and teachers. http://files.eric.ed.gov/fulltext/ED443172.
  • Smith, L.F., Corkery, G., Buckley, J., & Calvert, A. (2012). Changes in secondary school pre-service 'teachers' concerns about teaching in New Zealand. Journal of Teacher Education, 64(1), 60-74. https://doi.org/10.1177/0022487112449019
  • Solina, A. M. (2021). Enhancing 'teachers' pedagogical ınstruction through professional development ınstrument: A benchmarking ınitiative for faculty enrichment plan. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(11), 4360-4364.
  • Srikoom, W., Hanuscin, D., & Faikhamta, C. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching,18(2), 1-23. http://www.eduhk.hk/apfslt/
  • Sümer, N. (2000). Yapisal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar [Structural equation modeling: Basic concepts and applications]. Turkish Psychology Writings, 3 (6), 49–74.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.).Pearson.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. https://doi.org/10.1177/1558689806292430
  • Thomas, T. A., (2014). Elementary 'teachers' receptivity to ıntegrated science, technology, engineering, and mathematics (STEM) education in the elementary grades (Publication No. 3625770) [Doctoral dissertation, University of Nevada, Reno). ProQuest Dissertations and Theses Global.
  • Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Tseng, K. H., Chang, C. C., Lou, S. J., & Chen W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal Technology Design Education, 23(1), 87-102. https://doi.org/10.1007/s10798-011-9160-x
  • Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM wducation: A project to identify the missing components. Intermediate Unit 1: Center for STEM Education and Leonard Gelfand Center for Service Learning and Outreach, Carnegie Mellon University.
  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456
  • Wang Z., & Fan R. (2018). Analysis of TPCK Knowledge Structure of STEM Teachers in Middle School[J]. Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 54(2), 105-111. https://doi.org/10.16088/j.issn.1001-6597.2018.02.015
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), Article 2. https://doi.org/10.5703/1288284314636
  • Wells, J. G. (2016). PIRPOSAL Model of Integrative STEM Education: Conceptual and Pedagogical Framework for Classroom Implementation. Technology and Engineering Teacher, 75(6), 12-19.
  • Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26–35. https://ojs.lboro.ac.uk/DATE/article/view/1590
  • Yanış-Kelleci, H. (2020). Eğitsel robotik uygulamalarına dayalı stem eğitimi kapsamında öğretmen adaylarının eğitsel robotik TPAB öz-yeterlik inançlarının bilimsel yaratıcılık ve bilgi işlemsel düşünme becerilerinin incelenmesi [An investıgatıon of pre-service 'teachers' educatıonal robotıcs tpack self-efficacy belıef, scıentıfıc creativity and computatıonal thinking skills in the scope of educational robotics based STEM education]. (Unpublished Doctoral Thesis). Gazi Üniversity.
  • Yaşaroğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması [Factor analysis and validity in social sciences: using exploratory and confirmatory factor analysis]. Journal of Istanbul University Faculty of Business Administration, 46, 74-85. https://dergipark.org.tr/tr/pub/iuisletme/issue/32177/357061
  • Yenilmez, K., & Balbağ, M. Z. (2016). The STEM attitudes of prospective science and middle school mathematics teachers. Journal of Research in Education and Teaching, 5(4), 301-307.
  • Yıldırım, B., & Türk, C. (2018). Sınıf öğretmeni adaylarının STEM eğitimine yönelik görüşleri: Uygulamalı bir çalışma [Pre-service primary school 'teachers' views about STEM education: An applied study]. Trakya Journal of Education. 8(2) 195- 213. https://doi.org/10.24315/trkefd.310112
Toplam 92 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Aynur Güngör 0000-0002-7076-436X

Mücahit Köse 0000-0002-1938-6092

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 2

Kaynak Göster

APA Güngör, A., & Köse, M. (2022). Adapting the Survey of Technological Pedagogical STEM Knowledge to the Turkish Language and Determining the Knowledge of Pre-service and In-service Teachers. International Journal of Modern Education Studies, 6(2), 287-318.