Araştırma Makalesi
Student and Teacher Evaluations about Design Based Science Education: “Heat Insulation is a Gain for Country” Activity
Öz
This study
aimed to investigate students’ evaluations about “Heat Insulation is a Gain for
Country” activity designed based on Design Based Science Education (DBSE) and
the instructor’s views about her experiences during the activity. The
participants of this single case study are 32 students and 1 teacher. The
evaluations of the students were collected via DBSE Student Evaluation Survey
and focus group interviews, whereas teacher view data was collected via an
unstructured interview. Descriptive (survey and individual interview) and
content analysis (focus group interview) methods were used to analyze the data.
The students’ statements indicated that DBSE processes prepare them for real
life, raise their awareness about engineering design, and motivate them for
learning. Also, DBSE based “Heat Insulation is a Gain for Country” activity can
be an alternative for teachers who want to integrate STEM education in science
classes.
Anahtar Kelimeler
Design based science education STEM education heat insulation.
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. Bozkurt Altan, E. ve Ercan, S. (2016). STEM education program for science teachers: perceptions and competencies. Journal of Turkish Science Education, 13(Special issue), 103-117. Braund, M., Lubben, F., Scholtz, Z., Sadeck, M., Hodges, M. (2007). Comparing the effect of scienctific and socio-scientific argumentation tasks: lessons from South Africa. School Science Review, 88(324), 67-76. Breiner, J.M., Harkness, S.S., Johnson, C.C., & Koehler, C.M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369-387. Cardella, M., Atman, C. J., Turns, J. & Adams,R. (2008). Students with differing design processes as freshmen: case studies on change. International Journal of Engineering Education 24(2):246-259. Crismond, D. (2001). Learning and using science ideas when doing investigate-and-redesign tasks: A study of naive, novice, and expert designers doing constrained and scaffolded design work. Journal of Research in Science Teaching, 38(7), 791–820. Fortus, D., Dershimer, R.C., Krajcik, J., Marx, R.W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110. Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 185-189. Householder, D. L., & Hailey, C. E. (Eds.). (2012). Incorporating engineering designchallenges into STEM courses. Engineering & Technology Education, Retrieved from:http://ncete.org/ ash/pdfs/NCETECaucusReport.pdf Karahan, E. (2014). STEM özelinde fen ve mühendislik eğitimi.https://enginkarahan.com/2014/08/05/stem-ozelinde-fen-ve-muhendislik-egitimi/ 3 Temmuz 2016 tarihinde indirilmiştir. Lee, Y. C. & Grace, M. (2012). Students’ reasoning and decision making about a socio scientific issue: A cross-context comparison. Science Education, 96(5), 787-807. Leonard, M. & Derry, S. (2011). “What’s the science behind it?” The interaction of engineering and science goals, knowledge, and practices in a design-based science activity (WCER Working Paper No. 2011-5). University of Wisconsin–Madison. Lemons, G., Carberry, A., Swan, C., Jarvin, L., & Rogers, C. (2010). The benefits of model building in teaching engineering design. Design Studies, 31(3), 288-309. Marshall, C. & Rossman, G. B. (2006). Designing qualitative research (4th Edition). USA: Sage Publications. MEB (2016). STEM Eğitim Raporu. Ankara: Milli Eğitim Bakanlığı, Yenilikçi Eğitim Teknolojileri Müdürlüğü. ISBN: 978-975-11-3989-4. http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf adresinden 7 Haziran 2017 tarihinde indirilmiştir. MEB (2018). Fen bilimleri dersi öğretim programı. Ankara: MEB Yayınları. Mehalik, M.M., Doppelt, Y., Schuun, 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, 97(1), 71-85. Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber (S. Turan, Çev.). Ankara: Nobel Yayın Dağıtım. Moore, T. J., Tank, K. M., Glancy, A. W., Kersten, J. A., & Stohlmann, M. S. (2013). “A framework for implementing engineering standards in K-12”. Paper presented at the 2013 Annual Meeting of the Association of Science Teacher Educators. Charleston: South Carolina. Moore, T. J., Roehrig, G. H., Lesh, R., & Guzey, S. S. (2010). New directions for STEM integration on what itmeans to “understand” concepts and abilitites needed for success beyond school in the 21st century. Moore, T.J., Stohlman, M.S., Wang, H.H., Tank, K.M., Glancy, A.W., & Roehrig, G.H. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella, (Eds.), Engineering in Precollege Settings: Synthesizing Research, Policy and Practices. West Lafayette, IN: Purdue University Press. National Academy of Engineering [NAE]& National Research Council [NRC] (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press. National Research Council. (2012). Monitoring progress toward successful K-12 STEM education: A nation advancing? Washington, DC: National Academies Press. NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Olds, S., Harrell, D., & Valente, M. (2006). Get a grip! A middle school engineeringchallenge. Science Scope, 20(3), 21-25. Pata, K., Zimdin, L. (2008). Teaching for environmental awareness and conceptual coherence of air related problems. Thinking and acting outside the box. A European contribution to the UN Decade of Education for Sustainable Development: CEEE 10th conference (Conference on Environmental Education in Europe). Ed. Paul Pace. Malta, Valletta: Malta University. Resnick, L.B. (1986). Mathematics and science learning: A new conception. Science, 220(4596), 477-478. 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(3), 299-327. Schnittka, C.G., Bell, R.L., & Richards, L.G. (2010). Save the penguins: Teaching thescience of heat transfer through engineering design. Science Scope, 34(3), 82-91. Schnittka, C., & Richards, L. (2008, June), Teacher and student feedback about engineering design ın middle school science classrooms: a pilot study. Pittsburgh, Pennsylvania: Annual Conference & Exposition. 12 April 2012 retrieved from https://peer.asee.org/3340 Silk, E.M., Schunn, C.D., & Cary, M.S. (2009). The impact of an engineering design curriculum on science reasoning in an urban setting. Journal of Science Education and Technology, 18(3), 209-223. Smith, J., & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: A literary review and a manual for administrators and teachers. Retrieved from ERIC database. (ED443172). 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. Louisville, KY: American Society for Engineering Education Annual Conference & Exposition. 20 March 2012 retrieved from http://ceeo.tufts.edu/documents/conferences/2010kwkccwljcrmbim.pdf Woodburry, S., & Gess-Newsome, J. (2002). Overcoming the paradox of change without difference: A model of change in the arena of fundamental school reform. Educational Policy, 16(5), 763-782.
Tasarım Temelli Fen Eğitimine Yönelik Öğrenci ve Öğretmen Değerlendirmeleri: Isı Yalıtımı Ülke Kazanımı Etkinliği
Öz
Bu
araştırmada “Tasarım Temelli Fen Eğitimi” (TTFE) esas alınarak hazırlanan “Isı
Yalıtımı Ülke Kazanımı” etkinliğine yönelik öğrenci değerlendirmelerinin ve uygulamayı
yapan fen bilimleri öğretmeninin uygulama deneyimine yönelik görüşlerinin
tespit edilmesi amaçlanmıştır. Araştırmanın modeli bütüncül tek durum
çalışmasıdır. Araştırmanın çalışma grubunu altıncı sınıfta öğrenim gören 32
öğrenci ve 1 öğretmen oluşturmaktadır. Araştırmanın, öğrenci
değerlendirmelerine yönelik verileri anket (TTFE Öğrenci Değerlendirmeleri
Anketi) ve odak grup görüşme ile toplanmış, betimsel analiz (anket) ve içerik
analizi (odak grup görüşme) ile çözümlenmiştir. Öğretmen görüşleri ile ilgili
veriler ise yapılandırılmamış görüşme ile toplanmış, betimsel analiz ile
çözümlenmiştir. Öğrenciler TTFE sürecini fen içeriğini öğrenmeyi sağlayıcı,
günlük yaşam ile ilişkili, ilgi çekici ve motive edici olarak
değerlendirmiştir. Uygulama öğretmeni de TTFE sürecini gerçek yaşama
hazırlayıcı, mühendislik tasarım sürecini fark etmelerini destekleyici ve
öğrenmeye motive edici yönüyle olumlu olarak değerlendirmiştir. TTFE esas
alınarak hazırlanan “Isı Yalıtımı Ülke Kazanımı” etkinliği fen derslerinde STEM
eğitimini gerçekleştirmek isteyen öğretmenler için alternatif öneri olabilir.
Anahtar Kelimeler
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. Bozkurt Altan, E. ve Ercan, S. (2016). STEM education program for science teachers: perceptions and competencies. Journal of Turkish Science Education, 13(Special issue), 103-117. Braund, M., Lubben, F., Scholtz, Z., Sadeck, M., Hodges, M. (2007). Comparing the effect of scienctific and socio-scientific argumentation tasks: lessons from South Africa. School Science Review, 88(324), 67-76. Breiner, J.M., Harkness, S.S., Johnson, C.C., & Koehler, C.M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369-387. Cardella, M., Atman, C. J., Turns, J. & Adams,R. (2008). Students with differing design processes as freshmen: case studies on change. International Journal of Engineering Education 24(2):246-259. Crismond, D. (2001). Learning and using science ideas when doing investigate-and-redesign tasks: A study of naive, novice, and expert designers doing constrained and scaffolded design work. Journal of Research in Science Teaching, 38(7), 791–820. Fortus, D., Dershimer, R.C., Krajcik, J., Marx, R.W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110. Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 185-189. Householder, D. L., & Hailey, C. E. (Eds.). (2012). Incorporating engineering designchallenges into STEM courses. Engineering & Technology Education, Retrieved from:http://ncete.org/ ash/pdfs/NCETECaucusReport.pdf Karahan, E. (2014). STEM özelinde fen ve mühendislik eğitimi.https://enginkarahan.com/2014/08/05/stem-ozelinde-fen-ve-muhendislik-egitimi/ 3 Temmuz 2016 tarihinde indirilmiştir. Lee, Y. C. & Grace, M. (2012). Students’ reasoning and decision making about a socio scientific issue: A cross-context comparison. Science Education, 96(5), 787-807. Leonard, M. & Derry, S. (2011). “What’s the science behind it?” The interaction of engineering and science goals, knowledge, and practices in a design-based science activity (WCER Working Paper No. 2011-5). University of Wisconsin–Madison. Lemons, G., Carberry, A., Swan, C., Jarvin, L., & Rogers, C. (2010). The benefits of model building in teaching engineering design. Design Studies, 31(3), 288-309. Marshall, C. & Rossman, G. B. (2006). Designing qualitative research (4th Edition). USA: Sage Publications. MEB (2016). STEM Eğitim Raporu. Ankara: Milli Eğitim Bakanlığı, Yenilikçi Eğitim Teknolojileri Müdürlüğü. ISBN: 978-975-11-3989-4. http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf adresinden 7 Haziran 2017 tarihinde indirilmiştir. MEB (2018). Fen bilimleri dersi öğretim programı. Ankara: MEB Yayınları. Mehalik, M.M., Doppelt, Y., Schuun, 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, 97(1), 71-85. Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber (S. Turan, Çev.). Ankara: Nobel Yayın Dağıtım. Moore, T. J., Tank, K. M., Glancy, A. W., Kersten, J. A., & Stohlmann, M. S. (2013). “A framework for implementing engineering standards in K-12”. Paper presented at the 2013 Annual Meeting of the Association of Science Teacher Educators. Charleston: South Carolina. Moore, T. J., Roehrig, G. H., Lesh, R., & Guzey, S. S. (2010). New directions for STEM integration on what itmeans to “understand” concepts and abilitites needed for success beyond school in the 21st century. Moore, T.J., Stohlman, M.S., Wang, H.H., Tank, K.M., Glancy, A.W., & Roehrig, G.H. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella, (Eds.), Engineering in Precollege Settings: Synthesizing Research, Policy and Practices. West Lafayette, IN: Purdue University Press. National Academy of Engineering [NAE]& National Research Council [NRC] (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press. National Research Council. (2012). Monitoring progress toward successful K-12 STEM education: A nation advancing? Washington, DC: National Academies Press. NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Olds, S., Harrell, D., & Valente, M. (2006). Get a grip! A middle school engineeringchallenge. Science Scope, 20(3), 21-25. Pata, K., Zimdin, L. (2008). Teaching for environmental awareness and conceptual coherence of air related problems. Thinking and acting outside the box. A European contribution to the UN Decade of Education for Sustainable Development: CEEE 10th conference (Conference on Environmental Education in Europe). Ed. Paul Pace. Malta, Valletta: Malta University. Resnick, L.B. (1986). Mathematics and science learning: A new conception. Science, 220(4596), 477-478. 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(3), 299-327. Schnittka, C.G., Bell, R.L., & Richards, L.G. (2010). Save the penguins: Teaching thescience of heat transfer through engineering design. Science Scope, 34(3), 82-91. Schnittka, C., & Richards, L. (2008, June), Teacher and student feedback about engineering design ın middle school science classrooms: a pilot study. Pittsburgh, Pennsylvania: Annual Conference & Exposition. 12 April 2012 retrieved from https://peer.asee.org/3340 Silk, E.M., Schunn, C.D., & Cary, M.S. (2009). The impact of an engineering design curriculum on science reasoning in an urban setting. Journal of Science Education and Technology, 18(3), 209-223. Smith, J., & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: A literary review and a manual for administrators and teachers. Retrieved from ERIC database. (ED443172). 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. Louisville, KY: American Society for Engineering Education Annual Conference & Exposition. 20 March 2012 retrieved from http://ceeo.tufts.edu/documents/conferences/2010kwkccwljcrmbim.pdf Woodburry, S., & Gess-Newsome, J. (2002). Overcoming the paradox of change without difference: A model of change in the arena of fundamental school reform. Educational Policy, 16(5), 763-782.
Toplam 1 adet kaynakça vardır.