Erken Çocukluk Döneminde STEM Eğitimi Anlayışı

Mustafa Çetin; H.özlen Demircan

doi:10.17679/inuefd.437445

EN TR

STEM Education in Early Childhood

Abstract

The purpose of this study is to present a review that can be valuable for specialists interested in the subject by extending the definition of STEM education in early learning environments by stating major standpoints on implementing STEM education in early childhood and by evaluating the understanding and implications of STEM education in early childhood settings in Turkey. The related literature reveals that STEM education can be approached in different ways in early childhood education. First of all, planned STEM activities can be provided for children. In addition to planned activities, some materials that allows children to make various designs can be provided in free time activities. In both planned and free time activities, both ordinary materials found in every classroom or any special design or construction materials, such as robotic kits or technological devices can be used. While planning and implementing STEM activities, it is important to consider that the STEM education is not an approach in which only the specific areas are integrated without questioning-research-trial-and-error processes. It is also should be considered that the problem situation may be raised by the teacher or the child himself or herself according to the interests and needs of the children and the trial of solutions for problem is based on the nature of the problem. These components of STEM education can be more effectively experienced with the help of a guiding education curriculum, qualified teachers to create opportunities for children, and appropriate home and school settings.

Keywords

STEM education,STEM conceptualization,early childhood education,STEM activities

Erken Çocukluk Döneminde STEM Eğitimi Anlayışı

Öz

Çocukların yaşamlarında karşılaşabilecekleri problemler ile bilimsel kavramlar arasında bağ kuran STEM eğitimi, erken çocukluk döneminden başlayarak öğrenme süreçlerine dahil olmaktadır. STEM eğitimi kavramsal öğrenmenin yanı sıra öğrencilerin aktif katılımlarının sağlandığı yaparak yaşayarak öğrenmenin ilke olarak yer verildiği bir eğitim anlayışıdır. Öyle ki STEM, öğrencilerin yaşantıları ile öğrendiklerini bütünleştirme konusunda olanaklar sunar. Erken çocukluk dönemi öğrenme ortamlarında STEM eğitiminin etkin bir biçimde yer alması adına; uygulamaların gelişimsel olarak uygun bir biçimde geliştirilmesinde; STEM eğitiminde önemli bulunan noktaların göz önünde bulundurulması, bu bağlamda planlamaların ve uygulamaların yapılması önemlidir. Bu çalışmanın amacı; erken çocukluk dönemi STEM eğitimi anlayışına odaklanan, güncel bir çerçevede bilimsel, tarihsel ve çoklu bakış açıları ile STEM eğitim anlayışı uygulamalarını ele alan bir değerlendirme oluşturmaktır. İlgili alan yazının detaylı olarak incelendiği bu çalışma; STEM eğitimin yakın tarihsel gelişimi, erken çocukluk döneminde STEM eğitim anlayışı, erken çocukluk döneminde STEM eğitim anlayışı ile ilgili yönelim, eleştiri ve sorular ve son olarak öneriler başlıkları altında düzenlenmiştir. Çocuklar ev ve okul ortamlarında, bu ortamları tanımlayan politikalar ve uygulamaların yanı sıra onları şekillendiren kültürel değerlerden etkilenebilirler. Bu nedenle, merak uyandıran; inceleme, araştırma ve keşif yapılmasına izin veren; bütüncül bir anlayış yapısına sahip öğrenme ortamları ve öğrenme deneyimlerinin oluşturulmasının desteklenmesi önerilmektedir. Bu sayede toplumların ekonomik, sosyal, kişisel veya kültürel değerleri çerçevesinde, yeni dünyanın insan anlayışı ile uyumlu bireylerin yetişebileceği öngörülmektedir.

Anahtar Kelimeler

STEM eğitimi,STEM kavramı,okul öncesi eğitimi,STEM etkinlikleri

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Details

Primary Language

Turkish

Subjects

-

Journal Section

Other

Authors

Mustafa Çetin ^*
Türkiye

H.özlen Demircan
Türkiye

Publication Date

April 30, 2020

Submission Date

June 26, 2018

Acceptance Date

March 20, 2020

Published in Issue

Year 2020 Volume: 21 Number: 1

DOI

https://doi.org/10.17679/inuefd.437445

IZ

https://izlik.org/JA26MM63AD

APA

Çetin, M., & Demircan, H. (2020). Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. İnönü University Journal of the Faculty of Education, 21(1), 102-117. https://doi.org/10.17679/inuefd.437445

AMA

1.Çetin M, Demircan H. Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. INUJFE. 2020;21(1):102-117. doi:10.17679/inuefd.437445

Chicago

Çetin, Mustafa, and H.özlen Demircan. 2020. “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”. İnönü University Journal of the Faculty of Education 21 (1): 102-17. https://doi.org/10.17679/inuefd.437445.

EndNote

Çetin M, Demircan H (April 1, 2020) Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. İnönü University Journal of the Faculty of Education 21 1 102–117.

IEEE

[1]M. Çetin and H. Demircan, “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”, INUJFE, vol. 21, no. 1, pp. 102–117, Apr. 2020, doi: 10.17679/inuefd.437445.

ISNAD

Çetin, Mustafa - Demircan, H.özlen. “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”. İnönü University Journal of the Faculty of Education 21/1 (April 1, 2020): 102-117. https://doi.org/10.17679/inuefd.437445.

JAMA

1.Çetin M, Demircan H. Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. INUJFE. 2020;21:102–117.

MLA

Çetin, Mustafa, and H.özlen Demircan. “Erken Çocukluk Döneminde STEM Eğitimi Anlayışı”. İnönü University Journal of the Faculty of Education, vol. 21, no. 1, Apr. 2020, pp. 102-17, doi:10.17679/inuefd.437445.

Vancouver

1.Mustafa Çetin, H.özlen Demircan. Erken Çocukluk Döneminde STEM Eğitimi Anlayışı. INUJFE. 2020 Apr. 1;21(1):102-17. doi:10.17679/inuefd.437445

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Erken Çocukluk Döneminde STEM Eğitimi Anlayışı

STEM Education in Early Childhood

Abstract

Keywords

Erken Çocukluk Döneminde STEM Eğitimi Anlayışı

Öz

Anahtar Kelimeler

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

Cited By

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