STEM Education in Early Childhood

Yıl 2020, Cilt: 21 Sayı: 1, 102 - 117, 30.04.2020

Mustafa Çetin , H.özlen Demircan

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

Cited By: 4

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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