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STEM EĞİTİMİ PROBLEM ÇÖZME BECERİLERİNİ ETKİLER Mİ?

Yıl 2020, Cilt: 6 Sayı: 25, 21 - 40, 25.12.2020

Öz

Eğitim stratejileri, teknoloji ve ekonominin gelişiminden etkilenmektedir. Teknolojik değişimler ise matematik, fen, mühendislik ve teknoloji disiplinlerine olan ihtiyacı ortaya çıkartmıştır. Böylece bu disiplinleri barındıran STEM eğitimi, teknolojideki değişiklikler sayesinde önem kazanmaktadır. Ayrıca problem çözme becerileri, çocukların sahip olması gereken becerilerden biridir. Çocuklar problem çözme becerileri sayesinde farklı durumlarda yeni çözümler üretebilirler. Yapılan birçok araştırmada STEM eğitiminin 21. yüzyıl becerilerinden biri olan problem çözme becerilerinin gelişimini desteklediği görülmektedir. STEM eğitiminde kullanılan Mühendislik Tasarım Süreci ve Problem Çözme Basamakları ise oldukça benzerdir. Böylelikle çocukların kazanmaları gereken problem çözme becerileri STEM sayesinde desteklenmekte ve geliştirilmektedir. Bu çalışma, mühendislik tasarım süreci temelinde STEM ve problem çözme becerilerinin ilişkisini incelemeyi amaçlayan bir derleme makalesidir. Ayrıca çalışma Türkiye’deki ilgili çalışmaları da incelemektedir.

Kaynakça

  • Acar, D. (2018). The effect of STEM education on the academic success, critical thinking and problem solving skills of the elementary 4th grade students. (Unpublished doctoral dis-sertation). Gazi University, Ankara.
  • Akçay, B. (2019). The effects of STEM activities on the problem-solving skills of 6 aged preschool children (Unpublished master thesis). Yildiz Technical University, Ankara.
  • Alnıak, S. (2019). Examination of effects of Stem education on students' problem solving-skills and attitues in physics. (Unpublished master thesis). Marmara University, İstanbul.
  • Avan, Ç., Gülgün, C., Yılmaz, A., & Doğanay, K. (2019). Out of School Learning Environment In STEM Education: Kastamonu Science Camp. Journal of STEAM Education, 2(1), 39-51.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM Eğitimi Türkiye Raporu: "Günün Modası mı Yoksa Gereksinim mi?". İstanbul: Scala Basım.
  • Allen, J. P., & Van Der Velden, R. K. W. (2012). Skills for the 21st century: Implications for edu-cation. Netherlands: Maastricht University.
  • Aydagül, B., & Terzioğlu, T. (2014). Bilim, teknoloji, mühendislik ve matematiğin önemi. TÜSİAD Görüş Dergisi, 85, 13-19.
  • Bal, E. (2018). The examination of the effects of stem (Science, technology, engineering, mathe-matic) activities on 48-72 months pre-school students' scientific processing and problem-solving skills. (Unpublished master thesis). Marmara University, İstanbul.
  • Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students through universal design for learning. Teaching Exceptional Children, 45(4), 8-15.
  • Başaran, İ. E. (1994). Eğitim Psikolojisi: Modern Eğitimin Temelleri. Ankara: Gül.
  • Beers, S. Z. (2011). 21st century skills: Preparing students for their future. Retrieved from https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
  • Bender, W. N. (2018). STEM Öğretimi için 20 Strateji. (çev. Soner Durmuş, Ali Sabri İpek ve Bahadır Yıldız) Ankara: Nobel Yayınları.
  • Bingham, A. (1983). Çocuklarda Problem Çözme Yeteneklerinin Geliştirilmesi, (A. F Oğuzkan, Çev.). İstanbul: Millî Eğitim Basımevi
  • Bowen, B. (2014). “K-12 teacher internships: Professional development in the engineering design process and STEM learning”. Paper presented at 2014 ASEE Annual Conference & Exposition. Indianapolis.
  • 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.
  • Brown, J. (2012). The current status of STEM education research. Journal of STEM Education: Innovations and Research, 13(5), 7.
  • Bybee, R. W. (2010). What is STEM education?. Science, 329(5995), 996.
  • Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning: An inte-grated science, technology, engineering, and mathematics (STEM) approach. Springer Science & Business Media.
  • Ceylan, S. (2014). A study for preparing an instructional design based on science, technology, engineering and mathematics (STEM) approach on the topic of acids and bases at sec-ondary school science course . (Unpublished master thesis). Uludağ University, Bursa.
  • Chesloff, J. D. (2013). STEM education must start in early childhood. Education Week, 32(23), 27-32.
  • Cooper, R., & Heaverlo, C. (2013). Problem Solving and Creativity and Design: What Influence Do They Have on Girls' Interest in STEM Subject Areas?. American Journal of Engineering Education, 4(1), 27-38.
  • Çalışıcı, S. (2018). The effects of stem applications on the environmental attitudes of the 8th year students, scientific creativity, problem solving skills and science achievements. (Un-published master thesis). Gazi University, Ankara.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74-85.
  • Dewey, J. (1910), How We Think, The Problem of Training Thought, Retrieved from https://brocku.ca/MeadProject/Dewey/Dewey_1910a/Dewey_1910_a.html
  • Dostál, J. (2015). Theory of problem solving. Procedia-Social and Behavioral Sciences, 174, 2798-2805.
  • Durmuş, Z. (2019). The effects of stem activity centered laboratory course on pre-service primary school teacher on self-efficiency and problem-solving skills for science teaching . (Unpublished master thesis). Kırşehir Ahi Evran University, Kırşehir.
  • Erdoğan, I., Çiftçi, A., Yıldırım, B., & Topçu, M. S. (2017). STEM Education Practices: Examination of the Argumentation Skills of Pre-service Science Teachers. Journal of Education and Practice, 8(25), 164-173.
  • Gelbal, S. (1991). Problem çözme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 6(6).
  • Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Paper presented at Washington DC: Congressional Research Service, Library of Congress.
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing Engineering Design into High School STEM Courses. Publications. Paper 165. Retrieved from https://digitalcommons.usu.edu/ncete_publications/165/
  • İnce, K., Mısır, M. E., Küpeli, M. A., & Fırat, A.(2018). Examining the effect of STEM-Based ap-proach on the problem-solving ability and academic success of students in teaching the enigma of the earth’s crust unit of the 5th grade life sciences course. Journal of STEAM Education, 1(1), 64-78.
  • Jonassen, D.H. (2011). Learning to Solve Problems. NewYork: Routledge.
  • Karayol, S., & Temel, Z. F. (2018). Supporting 5-Year-Old Children’s Problem-Solving Skills with Play-Based Activities. Cumhuriyet International Journal of Education, 7(2), 143-174.
  • Kavak, T. (2019). The effect of STEM applications on attitudes towards science and technology, skills of scientific process and problem solving of 4th grade student. (Unpublished master thesis). Fırat University, Elazığ.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11.
  • Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • Kesicioğlu, O. S. (2015). Investigation of preschool children's interpersonal problem-solving skills. Education and Science, 40(177).
  • King, D., & English, L. D. (2016). Engineering design in the primary school: Applying STEM concepts to build an optical instrument. International Journal of Science Education, 38(18), 2762-2794.
  • Koç, A. (2019). The comparison of stem implementations with robotic-assisted and simple mate-rials in preschool and basic science education. (Unpublished doctoral dissertation). Erciyes University, Kayseri.
  • Köngül, Ö. (2019). Investigation of the effect of science, technology, engineering and mathematics (STEM) applications on the problem-solving skills and scientific process skills of the 6th grade students. (Unpublished master thesis). Marmara University, İstanbul.
  • Kurt, M. (2019). A research on the effects of stem applications on academic achievement, problem solvi̇ng ski̇lls and attitudes towards stem of 6th grade students . (Unpublished master thesis). Gazi University, Ankara.
  • Kurtuluş, M. A. (2019). The effect of STEM activities on students' academic achievements, problem solving skills, scientific creativity, motivations and attitudes. (Unpublished master thesis). Alanya Alaaddin Keykubat University, Antalya.
  • Langdon, D., Mckittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM: Good jobs now and for the future. U.S. Department of Commerce Economics and Statistics Administration, 3(11), 2.
  • MEB (2016a). STEM eğitimi raporu. Ankara: Milli Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü (YEĞİTEK).
  • MEB (2016b). PISA 2015 Ulusal Raporu. Retrieved from http://pisa.meb.gov.tr/wp-content/uploads/2014/11/PISA2015_UlusalRapor.pdf
  • MEB (2016c). TIMSS 2015 Ulusal Matematik ve Fen Ön Raporu. Retrieved from http://timss.meb.gov.tr/wp-content/uploads/TIMSS_2015_Ulusal_Rapor.pdf
  • Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education: Innovations and Research, 15(1), 5.
  • Mullis, I.V.S., & Martin, M.O. (2017). TIMSS 2019 Assessment Frameworks. Retrieved from TIMSS & PIRLS International Study Center website http://timssandpirls.bc.edu/timss2019/frameworks/
  • Nağaç, M. (2018). An analysis of the effects of science, technology, engineering and mathematics (STEM) education method on the academic success and problem-solving skills of 6th grade students for matter and heat uni̇t in science course. (Unpublished master thesis). Hatay Mustafa Kemal University, Hatay.
  • OECD (2015). PISA 2015 results in focus. Retrieved from http://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
  • Oğuz, V. (2012). A study on the effects of the project approach on the problem solving of children attending preschool. (Unpublished doctoral dissertation). Ankara University, Ankara.
  • Öner, G., & Yılmaz, Y. Ö. (2019). Investigation of relationship between middle school students’ problem-solving and inquiry learning skills perceptions and their perceptions and atti-tudes towards STEM. Cumhuriyet International Journal of Education, 8(3), 837-861.
  • Ostler, E. (2012). 21st century STEM education: A tactical model for long-range success. Interna-tional Journal of Applied Science and Technology, 2(1).
  • Özkızılcık, M. (2018). Investigation of prospective science teachers' cognitive structures of stem and problem-solving skills and stem teaching orientations. (Unpublished master thesis). Uşak University, Uşak.
  • Öztürk, S, C. (2018). STEM eğitiminin fen bilgisi öğretmen adaylarının problem çözme ve eleştirel düşünme becerileri üzerine etkisi. (Unpublished master dissertation). Erzincan Binali Yıldırım University, Erzincan.
  • Parker, C., Smith, E. L., McKinney, D., & Laurier, A. (2016). The application of the engineering design process to curriculum revision: A collaborative approach to STEM curriculum refinement in an urban district. School Science and Mathematics, 116(7), 399-406.
  • Partnership for 21st Century Skills. (2019). Framework for 21st century learning. Retrieved from http://www.battelleforkids.org/networks/p21/frameworks-resources
  • Pekbay, C. (2017). Effects of science technology engineering and mathematics activities on middle school students. (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • Polya, G. (1997). Nasıl çözmeli? ( Çev. F. Halatçı) İstanbul: Sistem Yayıncılık.
  • Ritz, J. M., & Fan, S. C. (2015). STEM and technology education: International state-of-the-art. International Journal of Technology and Design Education, 25(4), 429-451.
  • Roberts, A. (2012). A justification for STEM education. Technology and Engineering Teacher, 71(8),1-4.
  • Robertson, S. I. (2017). Problem solving: perspective from cognition and neuroscience. NewYork: Routhledge.
  • Sanders, M. E. (2009). Stem, stem education, stemmania. The Technology Teacher, 68(4), 20-26.
  • Şahin, H. (2015). The effect of the psychosocial development-based education program on the emotional intelligence and skills of problem solving of the children in pre - schoolclasses. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Şen, C., Sonay, Z. & Kıray, S. A. (2018). STEM skills in the 21st century education. In M. Shelley ve S. A. Kıray (Eds.), Research Highlights in STEM Education (81-101). USA; ISRES Publishing.
  • White, D. W. (2014). What is STEM education and why is it important. Florida Association of Teacher Educators Journal, 1(14), 1-9.
  • Uyanık Balat, G. U., & Günşen, G. (2017). STEM approach in pre-school period. The Journal of Academic Social Science, 5(42), 337-348.
  • Yılmaz, E., Ural, O., & Güven, G. (2018). The development and analysis of reliability-validity of social problem solving skills scale for 48-72 month old children. Kastamonu Education Journal, 26(3).

DOES STEM EDUCATION HAVE AN IMPACT ON PROBLEM SOLVING SKILL?

Yıl 2020, Cilt: 6 Sayı: 25, 21 - 40, 25.12.2020

Öz

Education strategies are impacted by the development of technology and economy. STEM education is gaining more importance thanks to the changes in technology because technological changes reveal the need for mathematics, science, engineering and technology disciplines. Besides, problem-solving skills are one of the skills that children are required to have. Children can produce new solutions to changes thanks to their problem-solving skills. In many studies, it is seen that STEM education supports children’s problem solving skills, which is one of the 21st century skills. In addition the engineering design process used in STEM and the problem-solving steps are similar. Thus, the problem solving skills are supported and developed thanks to STEM. This study is a review article aiming to examine the relationship between STEM based on engineering design process and problem solving skills. In addition, the study examines the studies about STEM and problem solving skills on Turkey.

Kaynakça

  • Acar, D. (2018). The effect of STEM education on the academic success, critical thinking and problem solving skills of the elementary 4th grade students. (Unpublished doctoral dis-sertation). Gazi University, Ankara.
  • Akçay, B. (2019). The effects of STEM activities on the problem-solving skills of 6 aged preschool children (Unpublished master thesis). Yildiz Technical University, Ankara.
  • Alnıak, S. (2019). Examination of effects of Stem education on students' problem solving-skills and attitues in physics. (Unpublished master thesis). Marmara University, İstanbul.
  • Avan, Ç., Gülgün, C., Yılmaz, A., & Doğanay, K. (2019). Out of School Learning Environment In STEM Education: Kastamonu Science Camp. Journal of STEAM Education, 2(1), 39-51.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM Eğitimi Türkiye Raporu: "Günün Modası mı Yoksa Gereksinim mi?". İstanbul: Scala Basım.
  • Allen, J. P., & Van Der Velden, R. K. W. (2012). Skills for the 21st century: Implications for edu-cation. Netherlands: Maastricht University.
  • Aydagül, B., & Terzioğlu, T. (2014). Bilim, teknoloji, mühendislik ve matematiğin önemi. TÜSİAD Görüş Dergisi, 85, 13-19.
  • Bal, E. (2018). The examination of the effects of stem (Science, technology, engineering, mathe-matic) activities on 48-72 months pre-school students' scientific processing and problem-solving skills. (Unpublished master thesis). Marmara University, İstanbul.
  • Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students through universal design for learning. Teaching Exceptional Children, 45(4), 8-15.
  • Başaran, İ. E. (1994). Eğitim Psikolojisi: Modern Eğitimin Temelleri. Ankara: Gül.
  • Beers, S. Z. (2011). 21st century skills: Preparing students for their future. Retrieved from https://cosee.umaine.edu/files/coseeos/21st_century_skills.pdf
  • Bender, W. N. (2018). STEM Öğretimi için 20 Strateji. (çev. Soner Durmuş, Ali Sabri İpek ve Bahadır Yıldız) Ankara: Nobel Yayınları.
  • Bingham, A. (1983). Çocuklarda Problem Çözme Yeteneklerinin Geliştirilmesi, (A. F Oğuzkan, Çev.). İstanbul: Millî Eğitim Basımevi
  • Bowen, B. (2014). “K-12 teacher internships: Professional development in the engineering design process and STEM learning”. Paper presented at 2014 ASEE Annual Conference & Exposition. Indianapolis.
  • 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.
  • Brown, J. (2012). The current status of STEM education research. Journal of STEM Education: Innovations and Research, 13(5), 7.
  • Bybee, R. W. (2010). What is STEM education?. Science, 329(5995), 996.
  • Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning: An inte-grated science, technology, engineering, and mathematics (STEM) approach. Springer Science & Business Media.
  • Ceylan, S. (2014). A study for preparing an instructional design based on science, technology, engineering and mathematics (STEM) approach on the topic of acids and bases at sec-ondary school science course . (Unpublished master thesis). Uludağ University, Bursa.
  • Chesloff, J. D. (2013). STEM education must start in early childhood. Education Week, 32(23), 27-32.
  • Cooper, R., & Heaverlo, C. (2013). Problem Solving and Creativity and Design: What Influence Do They Have on Girls' Interest in STEM Subject Areas?. American Journal of Engineering Education, 4(1), 27-38.
  • Çalışıcı, S. (2018). The effects of stem applications on the environmental attitudes of the 8th year students, scientific creativity, problem solving skills and science achievements. (Un-published master thesis). Gazi University, Ankara.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74-85.
  • Dewey, J. (1910), How We Think, The Problem of Training Thought, Retrieved from https://brocku.ca/MeadProject/Dewey/Dewey_1910a/Dewey_1910_a.html
  • Dostál, J. (2015). Theory of problem solving. Procedia-Social and Behavioral Sciences, 174, 2798-2805.
  • Durmuş, Z. (2019). The effects of stem activity centered laboratory course on pre-service primary school teacher on self-efficiency and problem-solving skills for science teaching . (Unpublished master thesis). Kırşehir Ahi Evran University, Kırşehir.
  • Erdoğan, I., Çiftçi, A., Yıldırım, B., & Topçu, M. S. (2017). STEM Education Practices: Examination of the Argumentation Skills of Pre-service Science Teachers. Journal of Education and Practice, 8(25), 164-173.
  • Gelbal, S. (1991). Problem çözme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 6(6).
  • Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Paper presented at Washington DC: Congressional Research Service, Library of Congress.
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing Engineering Design into High School STEM Courses. Publications. Paper 165. Retrieved from https://digitalcommons.usu.edu/ncete_publications/165/
  • İnce, K., Mısır, M. E., Küpeli, M. A., & Fırat, A.(2018). Examining the effect of STEM-Based ap-proach on the problem-solving ability and academic success of students in teaching the enigma of the earth’s crust unit of the 5th grade life sciences course. Journal of STEAM Education, 1(1), 64-78.
  • Jonassen, D.H. (2011). Learning to Solve Problems. NewYork: Routledge.
  • Karayol, S., & Temel, Z. F. (2018). Supporting 5-Year-Old Children’s Problem-Solving Skills with Play-Based Activities. Cumhuriyet International Journal of Education, 7(2), 143-174.
  • Kavak, T. (2019). The effect of STEM applications on attitudes towards science and technology, skills of scientific process and problem solving of 4th grade student. (Unpublished master thesis). Fırat University, Elazığ.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11.
  • Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • Kesicioğlu, O. S. (2015). Investigation of preschool children's interpersonal problem-solving skills. Education and Science, 40(177).
  • King, D., & English, L. D. (2016). Engineering design in the primary school: Applying STEM concepts to build an optical instrument. International Journal of Science Education, 38(18), 2762-2794.
  • Koç, A. (2019). The comparison of stem implementations with robotic-assisted and simple mate-rials in preschool and basic science education. (Unpublished doctoral dissertation). Erciyes University, Kayseri.
  • Köngül, Ö. (2019). Investigation of the effect of science, technology, engineering and mathematics (STEM) applications on the problem-solving skills and scientific process skills of the 6th grade students. (Unpublished master thesis). Marmara University, İstanbul.
  • Kurt, M. (2019). A research on the effects of stem applications on academic achievement, problem solvi̇ng ski̇lls and attitudes towards stem of 6th grade students . (Unpublished master thesis). Gazi University, Ankara.
  • Kurtuluş, M. A. (2019). The effect of STEM activities on students' academic achievements, problem solving skills, scientific creativity, motivations and attitudes. (Unpublished master thesis). Alanya Alaaddin Keykubat University, Antalya.
  • Langdon, D., Mckittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM: Good jobs now and for the future. U.S. Department of Commerce Economics and Statistics Administration, 3(11), 2.
  • MEB (2016a). STEM eğitimi raporu. Ankara: Milli Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü (YEĞİTEK).
  • MEB (2016b). PISA 2015 Ulusal Raporu. Retrieved from http://pisa.meb.gov.tr/wp-content/uploads/2014/11/PISA2015_UlusalRapor.pdf
  • MEB (2016c). TIMSS 2015 Ulusal Matematik ve Fen Ön Raporu. Retrieved from http://timss.meb.gov.tr/wp-content/uploads/TIMSS_2015_Ulusal_Rapor.pdf
  • Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education: Innovations and Research, 15(1), 5.
  • Mullis, I.V.S., & Martin, M.O. (2017). TIMSS 2019 Assessment Frameworks. Retrieved from TIMSS & PIRLS International Study Center website http://timssandpirls.bc.edu/timss2019/frameworks/
  • Nağaç, M. (2018). An analysis of the effects of science, technology, engineering and mathematics (STEM) education method on the academic success and problem-solving skills of 6th grade students for matter and heat uni̇t in science course. (Unpublished master thesis). Hatay Mustafa Kemal University, Hatay.
  • OECD (2015). PISA 2015 results in focus. Retrieved from http://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
  • Oğuz, V. (2012). A study on the effects of the project approach on the problem solving of children attending preschool. (Unpublished doctoral dissertation). Ankara University, Ankara.
  • Öner, G., & Yılmaz, Y. Ö. (2019). Investigation of relationship between middle school students’ problem-solving and inquiry learning skills perceptions and their perceptions and atti-tudes towards STEM. Cumhuriyet International Journal of Education, 8(3), 837-861.
  • Ostler, E. (2012). 21st century STEM education: A tactical model for long-range success. Interna-tional Journal of Applied Science and Technology, 2(1).
  • Özkızılcık, M. (2018). Investigation of prospective science teachers' cognitive structures of stem and problem-solving skills and stem teaching orientations. (Unpublished master thesis). Uşak University, Uşak.
  • Öztürk, S, C. (2018). STEM eğitiminin fen bilgisi öğretmen adaylarının problem çözme ve eleştirel düşünme becerileri üzerine etkisi. (Unpublished master dissertation). Erzincan Binali Yıldırım University, Erzincan.
  • Parker, C., Smith, E. L., McKinney, D., & Laurier, A. (2016). The application of the engineering design process to curriculum revision: A collaborative approach to STEM curriculum refinement in an urban district. School Science and Mathematics, 116(7), 399-406.
  • Partnership for 21st Century Skills. (2019). Framework for 21st century learning. Retrieved from http://www.battelleforkids.org/networks/p21/frameworks-resources
  • Pekbay, C. (2017). Effects of science technology engineering and mathematics activities on middle school students. (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • Polya, G. (1997). Nasıl çözmeli? ( Çev. F. Halatçı) İstanbul: Sistem Yayıncılık.
  • Ritz, J. M., & Fan, S. C. (2015). STEM and technology education: International state-of-the-art. International Journal of Technology and Design Education, 25(4), 429-451.
  • Roberts, A. (2012). A justification for STEM education. Technology and Engineering Teacher, 71(8),1-4.
  • Robertson, S. I. (2017). Problem solving: perspective from cognition and neuroscience. NewYork: Routhledge.
  • Sanders, M. E. (2009). Stem, stem education, stemmania. The Technology Teacher, 68(4), 20-26.
  • Şahin, H. (2015). The effect of the psychosocial development-based education program on the emotional intelligence and skills of problem solving of the children in pre - schoolclasses. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Şen, C., Sonay, Z. & Kıray, S. A. (2018). STEM skills in the 21st century education. In M. Shelley ve S. A. Kıray (Eds.), Research Highlights in STEM Education (81-101). USA; ISRES Publishing.
  • White, D. W. (2014). What is STEM education and why is it important. Florida Association of Teacher Educators Journal, 1(14), 1-9.
  • Uyanık Balat, G. U., & Günşen, G. (2017). STEM approach in pre-school period. The Journal of Academic Social Science, 5(42), 337-348.
  • Yılmaz, E., Ural, O., & Güven, G. (2018). The development and analysis of reliability-validity of social problem solving skills scale for 48-72 month old children. Kastamonu Education Journal, 26(3).
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Beyza Akçay Malçok Bu kişi benim

Remziye Ceylan Bu kişi benim

Yayımlanma Tarihi 25 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 6 Sayı: 25

Kaynak Göster

APA Akçay Malçok, B., & Ceylan, R. (2020). DOES STEM EDUCATION HAVE AN IMPACT ON PROBLEM SOLVING SKILL?. Kesit Akademi Dergisi, 6(25), 21-40.