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Enhancing 21st-Century Skills, STEM Attitudes, and Career Interests Through STEM-Based Teaching: A Primary School Intervention Study

Yıl 2024, Cilt: 8 Sayı: 2, 221 - 232, 31.07.2024

Öz

This study aims to explore the impact of STEM-based teaching on students' 21st-century skills and attitudes towards STEM, and career interests in STEM fields. The research employed an experimental design with a one-group pretest-posttest approach, involving 34 students enrolled in the 4th grade of a primary school. To evaluate the outcomes, several assessment tools were used: the Multidimensional 21st-Century Skills Scale, the STEM Attitude Scale, and the Science, Technology, Engineering, and Mathematics Career Interest Survey (STEM-CIS). The study was conducted over a period of 7 weeks, during which STEM activities were implemented and assessments were carried out. The collected data were analyzed using paired sample t-tests and repeated measures ANOVA to identify any significant changes between the pretest and posttest scores. The results of the study indicated a significant improvement in the students' 21st-century skills, attitudes towards STEM, and interest in STEM careers following the intervention. Specifically, the posttest scores showed that students exhibited higher levels of career awareness compared to other skill areas such as critical thinking and problem-solving, entrepreneurship and innovation, as well as social responsibility and leadership. Moreover, the findings highlighted that students' information and technology literacy skills were more developed compared to their social responsibility and leadership skills. These results suggest that STEM-based teaching is effective in enhancing students' skills and attitudes, thereby increasing their interest in pursuing careers in STEM fields. The study underscores the potential of STEM education in preparing students for future careers by developing crucial skills and fostering positive attitudes towards STEM disciplines.

Kaynakça

  • Acikay, N. Bircan, M. A., & Karakas, H. (2023). The effect of STEM activities on primary school students' attitudes towards STEM. International Journal of Research in Teacher Education, 14(2), 19-35.
  • Akgunduz, D., Aydeniz, M., Cakmakci, G., Cavas, B., Corlu, M. S., Oner, T., & Ozdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Türkiye: A provisional agenda or a necessity?]. İstanbul Aydin University.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617-639.
  • Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Balancing acts: Elementary school girls’ negotiations of femininity, achievement, and science. Science Education, 96(6), 967–989. doi:10.1002/sce.21031.
  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? high school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582.
  • Aydeniz, M., & Bilican, K. (2017). STEM eğitiminde global gelişmeler ve Türkiye için çıkarımlar [Global developments in STEM education and implications for Türkiye]. In Salih Cepni. (Ed.), Kuramdan Uygulamaya STEM+A+E Eğitimi (pp.69-90). Pegem Akademi.
  • Aydin, G., Saka, M., & Güzey, S. (2017). Science, technology, engineering, mathematic (STEM) attitude levels in grades 4th - 8th. Mersin University Journal of the Faculty of Education, 13(2),787-802.
  • Benek, I. & Akcay, B. (2022). The effects of socio-scientific stem activities on 21st century skills of middle school students. Participatory Educational Research, 9(2), 25–52.
  • Bindis, M. (2020). “I Love Science”: Opinions of secondary school females toward science and science careers. International Journal of Science and Mathematics Education, 18(8), 1655–1671.
  • Bircan, M. A., & Calisici, H. (2022). The effects of STEM education activities on fourth grade students' attitudes to STEM, 21st-century skills and mathematics success. Education and Science, 47(211), 87-119.
  • Bullock E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628–641.
  • Bybee, R. W. (2013). The case for STEM Education: Challenges and opportunities. National Science Teachers Association.
  • Cevik, G., & Senturk, E. (2019). Multidimensional 21st century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11-28.
  • Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). A retrospective analysis of STEM career interest among mathematics and science academy students. International Journal of Learning, Teaching and Educational Research, 10(1), 45-58.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates, Publishers.
  • Cover, B., Jones, J. I., & Watson, A. (2011). Science, technology, engineering and mathematics (STEM) occupations: A visual essay. Monthly Labor Review, 134(5), 3-15.
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, 34(17), 2735-2773.
  • Dou, R., Hazari, Z., Dabney, K., Sonnert, G., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103(3), 623–637. https://doi.org/10.1002/sce.21499
  • Douglas, K. A., & Strobel, J. (2014). Hopes and goals survey for use in STEM elementary education. International Journal of Technology and Design Education, 25(2), 245-259.
  • Emir, Z. A. (2021). Integrating values into STEM education: The effects of values-based STEM education on primary school students' academic achievement in science courses and on STEM attitudes. (Unpublished master’s thesis). Hatay Mustafa Kemal University, Hatay.
  • English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1-8.
  • Fenyes, H., Mohacsi, M., & Pallay, K. (2021). Career consciousness and commitment to graduation among higher education students in Central and Eastern Europe. Economics and Sociology, 14(1), 61-75.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). McGraw-Hill.
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.). Pearson.
  • Gossen, D. (2024). It says STEM so it must work for everyone: Experiences, beliefs, and career choices across the STEM disciplines. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(3), 660-681. https://doi.org/10.46328/ijemst.3450
  • Gulhan, F., & Sahin, C. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602–620.
  • Guzey, S. S., Harwell, M., &Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
  • Higde, E., & Aktamis, H. (2022). The effects of STEM activities on students’ STEM career interests, motivation, science process skills, science achievement and views. Thinking Skills and Creativity, 43, 101000.
  • Huang B., Jong MS-Y., King R. B., Chai C-S., & Jiang MY-C. (2022). Promoting secondary students' twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers Psychology, 13(903252). doi: 10.3389/fpsyg.2022.903252
  • Khanlari, A. (2013). Effects of robotics on 21st century skills. European Scientific Journal, 9(27), 26-36.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
  • Koyunlu Unlu, Z., Dokme, I., & Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36.
  • Leavy, A., Dick, Maria Meletiou‐Mavrotheris, Efi Paparistodemou & Elena Stylianou. (2023) The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1039-1395.
  • Lin, K. Y., Lu, S. C., Hsiao, H. H., Kao, C. P., & Williams, P. J. (2021). Developing student imagination and career interest through a STEM project using 3D printing with repetitive modeling. Interactive Learning Environments, 31(5), 2884–2898. https://doi.org/10.1080/10494820.2021.1913607
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877-907.
  • McMaster, N., Carey, M., Martin, D., & Martin, J. (2023). Raising primary school boys’ and girls’ awareness and interest in STEM-related activities, subjects, and careers: An exploratory case study. Journal of New Approaches in Educational Research, 12(1), 1-18. doi:https://doi.org/10.7821/naer.2023.1.1135
  • Miaoulis, I. (2011, December). Museums Key to STEM Success. U.S. News & World Report.
  • Ministry of National Education (MoNE). (2018). Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Science course (3, 4, 5, 6, 7 and 8th grades) curriculum]. http://mufredat.meb.gov.tr/Programlar.aspx
  • Myers, B., & Berkowicz, J. (2015). The STEM shift: A guide for school leaders. Thousand Oaks, CA: Corwin Press. National Research Council (NRC). (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
  • OECD (2015), "How is the global talent pool changing (2013, 2030)?", Education Indicators in Focus, No. 31, OECD Publishing, Paris, https://doi.org/10.1787/5js33lf9jk41-en.
  • Sahin, A., Ayar, C. M., & Adiguzel, T. (2014). STEM Related After-School Program Activities and Associated Outcomes on Student Learning. Educational Sciences: Theory & Practice, 14(1), 309-322.
  • Sanders, M. (2009). STEM, STEM education, STEM Mania. Technology Teacher, 68(4), 20-26. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Schmidthaler E., Anđic B., Schmollmüller M., Sabitzer B., Lavicza Z. (2023). Mobile augmented reality in biological education: Perceptions of Austrian secondary school teachers’, Journal on Efficiency and Responsibility in Education and Science, 16(2), 113-127.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for Life in Our Times. John Wiley & Sons.
  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). Springer
  • Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 40(11), 1263-1283.
  • van Tuijl C., & van der Molen J. H. W. (2016). Study choice and career development in STEM fields: An overview and integration of the research. International Journal of Technology and Design Education, 26(2), 159–183. https://doi.org/10.1007/s10798-015-9308-1
  • Wang, M., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 1-37.
  • Yazici, Y.Y., Hacıioglu, Y. & Sarı, U. (2023). Entrepreneurship, STEM attitude, and career interest development through 6E learning byDeSIGN™ model based STEM education. International Journal of Technology and Design Education, 33, 1525–1545.

STEM Temelli Öğretim Yoluyla 21. Yüzyıl Becerilerinin, STEM Tutumlarının ve Kariyer İlgilerinin Geliştirilmesi: Bir İlkokul Uygulama Çalışması

Yıl 2024, Cilt: 8 Sayı: 2, 221 - 232, 31.07.2024

Öz

Bu çalışma, STEM temelli öğretimin öğrencilerin 21. yüzyıl becerileri, STEM'e yönelik tutumları ve STEM alanlarındaki kariyer ilgileri üzerindeki etkisini araştırmayı amaçlamaktadır. Araştırma, bir ilkokulun 4. sınıfına kayıtlı 34 öğrencinin katıldığı tek grup ön test-son test yaklaşımlı deneysel bir tasarım kullanmıştır. Sonuçları değerlendirmek için çeşitli değerlendirme araçları kullanılmıştır: Çok Boyutlu 21. Yüzyıl Becerileri Ölçeği, STEM Tutum Ölçeği ve Fen, Teknoloji, Mühendislik ve Matematik Kariyer İlgi Anketi (STEM-CIS). Çalışma, STEM etkinliklerinin uygulandığı ve değerlendirmelerin yapıldığı 7 haftalık bir süre boyunca yürütülmüştür. Toplanan veriler, ön test ve son test puanları arasındaki önemli değişiklikleri belirlemek için eşleştirilmiş örneklem t-testleri ve tekrarlanan ölçümler ANOVA kullanılarak analiz edilmiştir. Çalışmanın sonuçları, müdahalenin ardından öğrencilerin 21. yüzyıl becerilerinde, STEM'e yönelik tutumlarında ve STEM kariyerlerine olan ilgilerinde önemli bir gelişme olduğunu göstermiştir. Özellikle, son test puanları, öğrencilerin eleştirel düşünme ve problem çözme, girişimcilik ve yenilikçilik ile sosyal sorumluluk ve liderlik gibi diğer beceri alanlarına kıyasla daha yüksek düzeyde kariyer bilinci sergilediklerini göstermiştir. Ayrıca bulgular, öğrencilerin bilgi ve teknoloji okuryazarlığı becerilerinin sosyal sorumluluk ve liderlik becerilerine kıyasla daha gelişmiş olduğunu vurgulamıştır. Bu sonuçlar, STEM temelli öğretimin öğrencilerin beceri ve tutumlarını geliştirmede etkili olduğunu ve böylece STEM alanlarında kariyer yapmaya olan ilgilerini artırdığını göstermektedir. Çalışma, STEM eğitiminin önemli beceriler geliştirerek ve STEM disiplinlerine yönelik olumlu tutumları teşvik ederek öğrencileri gelecekteki kariyerlerine hazırlama potansiyelinin altını çizmektedir.

Kaynakça

  • Acikay, N. Bircan, M. A., & Karakas, H. (2023). The effect of STEM activities on primary school students' attitudes towards STEM. International Journal of Research in Teacher Education, 14(2), 19-35.
  • Akgunduz, D., Aydeniz, M., Cakmakci, G., Cavas, B., Corlu, M. S., Oner, T., & Ozdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Türkiye: A provisional agenda or a necessity?]. İstanbul Aydin University.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617-639.
  • Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Balancing acts: Elementary school girls’ negotiations of femininity, achievement, and science. Science Education, 96(6), 967–989. doi:10.1002/sce.21031.
  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? high school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582.
  • Aydeniz, M., & Bilican, K. (2017). STEM eğitiminde global gelişmeler ve Türkiye için çıkarımlar [Global developments in STEM education and implications for Türkiye]. In Salih Cepni. (Ed.), Kuramdan Uygulamaya STEM+A+E Eğitimi (pp.69-90). Pegem Akademi.
  • Aydin, G., Saka, M., & Güzey, S. (2017). Science, technology, engineering, mathematic (STEM) attitude levels in grades 4th - 8th. Mersin University Journal of the Faculty of Education, 13(2),787-802.
  • Benek, I. & Akcay, B. (2022). The effects of socio-scientific stem activities on 21st century skills of middle school students. Participatory Educational Research, 9(2), 25–52.
  • Bindis, M. (2020). “I Love Science”: Opinions of secondary school females toward science and science careers. International Journal of Science and Mathematics Education, 18(8), 1655–1671.
  • Bircan, M. A., & Calisici, H. (2022). The effects of STEM education activities on fourth grade students' attitudes to STEM, 21st-century skills and mathematics success. Education and Science, 47(211), 87-119.
  • Bullock E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628–641.
  • Bybee, R. W. (2013). The case for STEM Education: Challenges and opportunities. National Science Teachers Association.
  • Cevik, G., & Senturk, E. (2019). Multidimensional 21st century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11-28.
  • Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). A retrospective analysis of STEM career interest among mathematics and science academy students. International Journal of Learning, Teaching and Educational Research, 10(1), 45-58.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates, Publishers.
  • Cover, B., Jones, J. I., & Watson, A. (2011). Science, technology, engineering and mathematics (STEM) occupations: A visual essay. Monthly Labor Review, 134(5), 3-15.
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, 34(17), 2735-2773.
  • Dou, R., Hazari, Z., Dabney, K., Sonnert, G., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103(3), 623–637. https://doi.org/10.1002/sce.21499
  • Douglas, K. A., & Strobel, J. (2014). Hopes and goals survey for use in STEM elementary education. International Journal of Technology and Design Education, 25(2), 245-259.
  • Emir, Z. A. (2021). Integrating values into STEM education: The effects of values-based STEM education on primary school students' academic achievement in science courses and on STEM attitudes. (Unpublished master’s thesis). Hatay Mustafa Kemal University, Hatay.
  • English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1-8.
  • Fenyes, H., Mohacsi, M., & Pallay, K. (2021). Career consciousness and commitment to graduation among higher education students in Central and Eastern Europe. Economics and Sociology, 14(1), 61-75.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). McGraw-Hill.
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.). Pearson.
  • Gossen, D. (2024). It says STEM so it must work for everyone: Experiences, beliefs, and career choices across the STEM disciplines. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(3), 660-681. https://doi.org/10.46328/ijemst.3450
  • Gulhan, F., & Sahin, C. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602–620.
  • Guzey, S. S., Harwell, M., &Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
  • Higde, E., & Aktamis, H. (2022). The effects of STEM activities on students’ STEM career interests, motivation, science process skills, science achievement and views. Thinking Skills and Creativity, 43, 101000.
  • Huang B., Jong MS-Y., King R. B., Chai C-S., & Jiang MY-C. (2022). Promoting secondary students' twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers Psychology, 13(903252). doi: 10.3389/fpsyg.2022.903252
  • Khanlari, A. (2013). Effects of robotics on 21st century skills. European Scientific Journal, 9(27), 26-36.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
  • Koyunlu Unlu, Z., Dokme, I., & Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36.
  • Leavy, A., Dick, Maria Meletiou‐Mavrotheris, Efi Paparistodemou & Elena Stylianou. (2023) The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1039-1395.
  • Lin, K. Y., Lu, S. C., Hsiao, H. H., Kao, C. P., & Williams, P. J. (2021). Developing student imagination and career interest through a STEM project using 3D printing with repetitive modeling. Interactive Learning Environments, 31(5), 2884–2898. https://doi.org/10.1080/10494820.2021.1913607
  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877-907.
  • McMaster, N., Carey, M., Martin, D., & Martin, J. (2023). Raising primary school boys’ and girls’ awareness and interest in STEM-related activities, subjects, and careers: An exploratory case study. Journal of New Approaches in Educational Research, 12(1), 1-18. doi:https://doi.org/10.7821/naer.2023.1.1135
  • Miaoulis, I. (2011, December). Museums Key to STEM Success. U.S. News & World Report.
  • Ministry of National Education (MoNE). (2018). Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Science course (3, 4, 5, 6, 7 and 8th grades) curriculum]. http://mufredat.meb.gov.tr/Programlar.aspx
  • Myers, B., & Berkowicz, J. (2015). The STEM shift: A guide for school leaders. Thousand Oaks, CA: Corwin Press. National Research Council (NRC). (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
  • OECD (2015), "How is the global talent pool changing (2013, 2030)?", Education Indicators in Focus, No. 31, OECD Publishing, Paris, https://doi.org/10.1787/5js33lf9jk41-en.
  • Sahin, A., Ayar, C. M., & Adiguzel, T. (2014). STEM Related After-School Program Activities and Associated Outcomes on Student Learning. Educational Sciences: Theory & Practice, 14(1), 309-322.
  • Sanders, M. (2009). STEM, STEM education, STEM Mania. Technology Teacher, 68(4), 20-26. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Schmidthaler E., Anđic B., Schmollmüller M., Sabitzer B., Lavicza Z. (2023). Mobile augmented reality in biological education: Perceptions of Austrian secondary school teachers’, Journal on Efficiency and Responsibility in Education and Science, 16(2), 113-127.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for Life in Our Times. John Wiley & Sons.
  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). Springer
  • Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 40(11), 1263-1283.
  • van Tuijl C., & van der Molen J. H. W. (2016). Study choice and career development in STEM fields: An overview and integration of the research. International Journal of Technology and Design Education, 26(2), 159–183. https://doi.org/10.1007/s10798-015-9308-1
  • Wang, M., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 1-37.
  • Yazici, Y.Y., Hacıioglu, Y. & Sarı, U. (2023). Entrepreneurship, STEM attitude, and career interest development through 6E learning byDeSIGN™ model based STEM education. International Journal of Technology and Design Education, 33, 1525–1545.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sınıf Eğitimi
Bölüm Makaleler
Yazarlar

Canan Çalışkan 0000-0003-2650-4453

Burcu Şenler 0000-0002-8559-6434

Erken Görünüm Tarihi 5 Ağustos 2024
Yayımlanma Tarihi 31 Temmuz 2024
Gönderilme Tarihi 31 Mayıs 2024
Kabul Tarihi 23 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 8 Sayı: 2

Kaynak Göster

APA Çalışkan, C., & Şenler, B. (2024). Enhancing 21st-Century Skills, STEM Attitudes, and Career Interests Through STEM-Based Teaching: A Primary School Intervention Study. International Primary Education Research Journal, 8(2), 221-232.