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Bir Sınıf Öğretmeni ve Öğrencilerinin İlk STEM Eğitimi Deneyimleri

Yıl 2020, Cilt: 12 Sayı: 22, 1 - 23, 21.06.2020
https://doi.org/10.38155/ksbd.690919

Öz

Bir
öğretmeninin fen, teknoloji, matematik ve mühendislik (STEM) eğitimi ile ilgili
kendini geliştirmek üzere bir uzmana başvurması sonucu ortaya çıkan bu eylem
araştırmasının amacı öğretmen ve öğrencilerinin süreçteki deneyimlerini
paylaşarak benzer ihtiyacı olan öğretmen ve araştırmacılara örnek bir uygulama
sunmaktır. Araştırmacılar öğretmenle STEM eğitimi konusunda bilgi ve deneyimler
paylaşılmış ve 3. sınıf fen bilimleri dersi "Duyu Organları ve
Görevleri" konusunda STEM etkinliği hazırlanmış ve uygulaması için
öğretmene tanıtmıştır. Öğretmen, uzmanlar rehberliğinde, etkinliği 9 hafta
boyunca 26 öğrenci ile uygulamıştır. Çalışmanın çıktılarının değerlendirilmesi
için öğretmen ve öğrencilerin görüşleri alınmıştır. Öğrenci görüşleri 12 likert
ve 3 açık uçlu sorudan oluşan süreç değerlendirme formu ile alınmıştır. Ayrıca
her bir öğrenci için bu formdaki likert sorular öğretmen tarafından da
doldurulmuştur. Likert sorular istatistiki olarak analiz edilirken, açık uçlu
sorular içerik analizi ile analiz edilmiştir. Öğretmenin sürece ilişkin
değerlendirmeleri için yarı yapılandırılmış görüşme gerçekleştirilmiştir ve
betimsel analiz edilmiştir. Çalışma sonunda öğretmen STEM eğitiminin
uygulanması konusunda kaygılarının azaldığını, sadece öğrencilerinin değil
kendisinin de süreçte eğlendiğini ve öğrencilerinin duyu organlarını
öğrendiklerini belirtmiştir. Bu eylem araştırmasının öğretmenin mesleki
gelişimine katkısı olduğu, öğretmen ve öğrencilerin sürece yönelik olumlu
görüşleri olduğu ortaya çıkmıştır.

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.
  • Baran, E., Canbazoğlu- Bilici, S. & Mesutoğlu, C. (2015). Fen, teknoloji, mühendislik ve matematik (FeTeMM) spotu geliştirme etkinliği. Araştırma Temelli Etkinlik Dergisi, 5(2), 60-69.
  • Bean, J. P. (1990). Why Students Leave: Insights from Research. In D. Hossler, (Ed), The Strategic Management of College Enrollments: Chapters 9 and 10. San Francisco: Josey-Bass.
  • Biçer, A. (2019). STEM yaklaşımına dayalı elektrik devre elemanları konusu öğretiminin 5. sınıf özel öğrenme güçlüğü olan öğrencilerin akademik başarılarına ve kalıcılığına etkisi. Aksaray Üniversitesi Fen Bilimleri Enstitüsü, Aksaray.
  • Borgia, E.T.-Schuler, D. (1996), Action research in early childhood education, erıc Clearinghouse on elementary and early childhood education, Urbana IL. Retrieved from https://files.eric.ed.gov/fulltext/ED401047.pdf
  • Bouwma-Gearhart, J., Perry, K.H., Presley, J.B. (2014). Improving postsecondary STEM education: Strategies for successful interdisciplinary collaborations and brokering engagement with education research and theory. Journal of College Science Teaching, 44(1), 40–47.
  • Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi ̇öğretmen adaylarının karar verme becerisi̇, bilimsel süreç becerileri̇ ve sürece yönelik algılarına etkisi̇ (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
  • Bozkurt Altan, E. & Hacıoğlu, Y. (2018). Fen bilimleri öğretmenlerinin derslerinde stem odaklı etkinlikler gerçekleştirmek üzere geliştirdikleri problem durumlarının incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(2), 487-50.
  • Bozkurt Altan, E. & Karahan, E. (2019). Tasarım temelli fen eğitimine yönelik öğrenci ve öğretmen değerlendirmeleri: ısı yalıtımı ülke kazanımı etkinliği. İlköğretim Online, 2019; 18 (3): s.1345-1366. http://ilkogretim-online.org.tr doi:10.17051/ilkonline.2019.612575
  • 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.
  • Burrows, A., & Slater, T. (2015). A proposed integrated STEM framework for contemporary teacher preparation. Teacher Education and Practice, 28(2/3), 318–330.
  • Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. doi: 10.1126/science.1194998.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
  • Capraro, M. Capraro, R. & Çorlu M. (2014). Introducing stem education: implications for educating our teachers for the age of ınnovation. Eğitim ve Bilim, Cilt 39(171).
  • Dick, B. (1993). Action Research Theses. http://www.aral.com.au/DLitt/DLitt_P50arth.pdf adresinden edinilmiştir.
  • Dugger, Jr., W. E. (2011). Evolution of STEM in The United States. Retrieved from. http://www.iteaconnect.org/Resources/PressRoom/AustraliaPaper.pdf.
  • Ercan, S. ve Şahin, F. (2015). Fen eğitiminde mühendislik uygulamalarının kullanımı: Tasarım temelli fen eğitiminin öğrencilerin akademik başarıları üzerine etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 128-164.
  • Fogarty, R. (1991). Ten ways to integrate the curriculum. Educational Leadership, 49(2), 61-65.
  • 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.
  • Gülhan, F., & Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi. International Journal of Human Sciences, 602-620. doi:10.14687/ijhs.v13i1.3447
  • Hacıoğlu, Y., Yamak, H., & Kavak, N. (2016). Mühendislik tasarım temelli fen eğitimi ile ilgili öğretmen görüşleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(3), 807-830., Doi: 10.14686/buefad.v5i3.5000195411
  • Hacıoğlu, Y., Yamak, H., & Kavak, N. (2017). The opinions of prospective science teachers regarding STEM education: The engineering design based science education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 649-684.
  • Householder, D. L., & Hailey, C. E. (2012). Incorporating Engineering Design Challenges İnto STEM Courses.Retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1164&context=ncete_publications
  • Honey, M., Pearson G. & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects and an agenda for research. Washington: The National Academic Press.
  • İnce, K., Mısır, M. E., Küpeli, M. A., & Fırat, A. (2018). 5. sınıf fen bilimleri dersi yer kabuğunun gizemi ünitesinin öğretiminde STEM temelli yaklaşımın öğrencilerin problem çözme becerisi ve akademik başarısına etkisinin incelenmesi. Journal of STEAM Education, 1(1), 64-78.
  • Jacobs, H.H. (1989). Design options for an integrated curriculum, H.H. Jacobs (Ed). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Kafai, Y. B. (2005). The classroom as living laboratory: design-based research for understanding, comparing, and evaluating learning science through design. Educational Technology, 45(1), 28-34.
  • Karahan, E., Canbazoğlu Bilici, S. (2014). Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) Eğitimi. Ö., Keleş (Editör), Uygulamalı etkinliklerle fen eğitiminde yeni yaklaşımlar içinde. (s.77-96). Ankara: Pegem Akademi.
  • Karahan, E., Canbazoglu Bilici, S., & Ünal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240.
  • Karahan, E. (2019). STEM eğitim yaklaşımı. A. G. Balım (Editör), Fen öğretiminde yenilikçi yaklaşımlar içinde (s.171-186). Ankara: Anı.
  • Kennedy T, & Odell M (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • 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.
  • Malone, K. M., Tiarani, V., Irving. K. E., Kajfez, R., Lin, H., Giasi, T. and Edmiston, B. W. (2018). Engineering design challenges in early childhood education: Effects on student cognition and ınterest. European Journal of STEM Education, 3(3), 11.
  • Millî Eğitim Bakanlığı (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Devlet Kitapları.
  • Mehalik, M., Doppelt, Y., & Schunn, 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.
  • Moore, T. J., & Glancy, A. W., & Tank, K. M., & Kersten, J. A., & Stohlmann, M. S., & Ntow, F. D., & Smith, K. A. (2013). A Framework for Implementing Quality K-12 Engineering Education Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19060
  • Moore, T. J., Stohlmann, 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 Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices 35-60. Purdue University Press.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Noah Harari Y. (2018). 21. Yüzyıl 21 Ders. Kolektif Kitap: İstanbul.
  • National Research Council [NRC]. (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
  • Ramaley, J. A. (2007). Facilitating change: Experience with the reform of STEM Education. Retrieved from http://www.wmich.edu/science/facilitatingchange/Products/RamaleyPresentation.pdf
  • Riechert, S. E., & Post, B. K. (2010). From Skeletons To Bridges & Other, STEM enrichment exercises for high school biology. The American Biology Teacher, 72(1), 20-22. Doi: 10.1525/abt.2010.72.1.6 Roberts, A. (2013). STEM is here. Now what? Technology and Engineering Teacher, 73(1), 22–27.
  • Sanders, M. (2009). Stem, stem education, stemmania. The Technology Teacher, 68(4), 20-26.
  • 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., & Richards, L. (2008). Teacher and student feedback about engineering design ın middle school science classrooms: A pilot study. Pittsburgh, Pennsylvania: Annual Conference & Exposition. Retrieved from https://peer.asee.org/3340
  • Siew, N. Amir, N. & Chong, C. (2015). The perceptions of pre-service and in-service teachers regarding a project-based stem approach to teaching science. SpringerPlus https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4320214/ 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. https://eric.ed.gov/?id=ED443172.pdf adresinden ulaşılmıştır.
  • Stanford, C., Cole, R., Froyd, J., Friedrichsen, D., Khatri, R. & Henderson, C. (2016). Supporting sustained adoption of education innovations: The designing for sustained adoption assessment instrument. International Journal of STEM Education, 3(1), 1–13. United States Department of Education. (2016). STEM 2026: A vision for innovation in STEM education. Washington, DC: US Department of Education, Office of Innovation and Improvement.
  • Ure, H. (2012). The effect of the engineering design process on the critical thinking skills of high school students. (Unpublisched master dissertation). Brigham Young University:Utah. Retrieved from http://scholarsarchive.byu.edu/etd/3089
  • Wang, H. (2012). A New era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) ıntegration. (Doctoral dissertation). Retrieved from https://conservancy.umn.edu/handle/11299/120980
  • Wang, H. H. (2019). Examining patterns in teacher-student classroom conversations during stem lessons. Journal for STEM Education Resesearch https://doi.org/10.1007/s41979-019-00022-x
  • Wang, H. H., Moore, T. J., Roehrig, G. H., ve Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 2.
  • Williams, J. (2011). Stem education: Proceed with cautions. Design and Technology Education: an International Journal, 16(1). Retrieved from https://ojs.lboro.ac.uk/DATE/article/view/1590/1514
  • Williams, C., Walter, E., Henderson, C. & Beach , A. (2015). Describing undergraduate STEM teaching practices: A comparison of instructor self-report instruments. International Journal of STEM Education, 2(1), 1–14.
  • Yamak, H., Bulut, N., Dündar, S. (2014). 5. Sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Eğitim Fakültesi Dergisi, 34(2), 249- 265.

A Elementary Teacher’s and Students’ First STEM Education Experiences

Yıl 2020, Cilt: 12 Sayı: 22, 1 - 23, 21.06.2020
https://doi.org/10.38155/ksbd.690919

Öz

The aim
of this action research, that arose as a result of colsulting of a elementary
teacher to a specialist to self-develop on science, technology, mathematics and
engineering (STEM) education, is to share the experiences of the teacher and
their students and to present examples to teacher and researchers with similar
needs. The researchers shared information and experiences about STEM education
with the teacher, prepared a STEM activity on the subject of "Sensory
Organs and Duties" and introduced to the teacher on implementation of the
activity. The teachers implemented the activitiy with 26 students for 9 weeks
under the guidance of the researchers. The opinions of teacher and students
were taken and presented to evaluate the outcomes of the study. Students'
opinions were received through a process evaluation form consisting of 12
Likert and 3 open-ended questions. In addition, likert questions in this form
were filled out by the teacher for each student. While Likert questions were
analyzed statistically, open-ended questions were analyzed by content analysis.
A semi-structured interview was conducted for the teacher’s evaluations
regarding the process and descriptive analysis was conducted. She stated that
while her anxiety about the implementation of STEM education decreased, the
students had fun in the process and learned their sensory organs in a similar
way to the students. As a result of the study, it was revealed that action
research contributes to the professional development of the teacher, and the
teacher and students have positive opinions about the process.

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.
  • Baran, E., Canbazoğlu- Bilici, S. & Mesutoğlu, C. (2015). Fen, teknoloji, mühendislik ve matematik (FeTeMM) spotu geliştirme etkinliği. Araştırma Temelli Etkinlik Dergisi, 5(2), 60-69.
  • Bean, J. P. (1990). Why Students Leave: Insights from Research. In D. Hossler, (Ed), The Strategic Management of College Enrollments: Chapters 9 and 10. San Francisco: Josey-Bass.
  • Biçer, A. (2019). STEM yaklaşımına dayalı elektrik devre elemanları konusu öğretiminin 5. sınıf özel öğrenme güçlüğü olan öğrencilerin akademik başarılarına ve kalıcılığına etkisi. Aksaray Üniversitesi Fen Bilimleri Enstitüsü, Aksaray.
  • Borgia, E.T.-Schuler, D. (1996), Action research in early childhood education, erıc Clearinghouse on elementary and early childhood education, Urbana IL. Retrieved from https://files.eric.ed.gov/fulltext/ED401047.pdf
  • Bouwma-Gearhart, J., Perry, K.H., Presley, J.B. (2014). Improving postsecondary STEM education: Strategies for successful interdisciplinary collaborations and brokering engagement with education research and theory. Journal of College Science Teaching, 44(1), 40–47.
  • Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi ̇öğretmen adaylarının karar verme becerisi̇, bilimsel süreç becerileri̇ ve sürece yönelik algılarına etkisi̇ (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
  • Bozkurt Altan, E. & Hacıoğlu, Y. (2018). Fen bilimleri öğretmenlerinin derslerinde stem odaklı etkinlikler gerçekleştirmek üzere geliştirdikleri problem durumlarının incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(2), 487-50.
  • Bozkurt Altan, E. & Karahan, E. (2019). Tasarım temelli fen eğitimine yönelik öğrenci ve öğretmen değerlendirmeleri: ısı yalıtımı ülke kazanımı etkinliği. İlköğretim Online, 2019; 18 (3): s.1345-1366. http://ilkogretim-online.org.tr doi:10.17051/ilkonline.2019.612575
  • 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.
  • Burrows, A., & Slater, T. (2015). A proposed integrated STEM framework for contemporary teacher preparation. Teacher Education and Practice, 28(2/3), 318–330.
  • Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. doi: 10.1126/science.1194998.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
  • Capraro, M. Capraro, R. & Çorlu M. (2014). Introducing stem education: implications for educating our teachers for the age of ınnovation. Eğitim ve Bilim, Cilt 39(171).
  • Dick, B. (1993). Action Research Theses. http://www.aral.com.au/DLitt/DLitt_P50arth.pdf adresinden edinilmiştir.
  • Dugger, Jr., W. E. (2011). Evolution of STEM in The United States. Retrieved from. http://www.iteaconnect.org/Resources/PressRoom/AustraliaPaper.pdf.
  • Ercan, S. ve Şahin, F. (2015). Fen eğitiminde mühendislik uygulamalarının kullanımı: Tasarım temelli fen eğitiminin öğrencilerin akademik başarıları üzerine etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(1), 128-164.
  • Fogarty, R. (1991). Ten ways to integrate the curriculum. Educational Leadership, 49(2), 61-65.
  • 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.
  • Gülhan, F., & Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi. International Journal of Human Sciences, 602-620. doi:10.14687/ijhs.v13i1.3447
  • Hacıoğlu, Y., Yamak, H., & Kavak, N. (2016). Mühendislik tasarım temelli fen eğitimi ile ilgili öğretmen görüşleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(3), 807-830., Doi: 10.14686/buefad.v5i3.5000195411
  • Hacıoğlu, Y., Yamak, H., & Kavak, N. (2017). The opinions of prospective science teachers regarding STEM education: The engineering design based science education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 649-684.
  • Householder, D. L., & Hailey, C. E. (2012). Incorporating Engineering Design Challenges İnto STEM Courses.Retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1164&context=ncete_publications
  • Honey, M., Pearson G. & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects and an agenda for research. Washington: The National Academic Press.
  • İnce, K., Mısır, M. E., Küpeli, M. A., & Fırat, A. (2018). 5. sınıf fen bilimleri dersi yer kabuğunun gizemi ünitesinin öğretiminde STEM temelli yaklaşımın öğrencilerin problem çözme becerisi ve akademik başarısına etkisinin incelenmesi. Journal of STEAM Education, 1(1), 64-78.
  • Jacobs, H.H. (1989). Design options for an integrated curriculum, H.H. Jacobs (Ed). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Kafai, Y. B. (2005). The classroom as living laboratory: design-based research for understanding, comparing, and evaluating learning science through design. Educational Technology, 45(1), 28-34.
  • Karahan, E., Canbazoğlu Bilici, S. (2014). Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) Eğitimi. Ö., Keleş (Editör), Uygulamalı etkinliklerle fen eğitiminde yeni yaklaşımlar içinde. (s.77-96). Ankara: Pegem Akademi.
  • Karahan, E., Canbazoglu Bilici, S., & Ünal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240.
  • Karahan, E. (2019). STEM eğitim yaklaşımı. A. G. Balım (Editör), Fen öğretiminde yenilikçi yaklaşımlar içinde (s.171-186). Ankara: Anı.
  • Kennedy T, & Odell M (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • 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.
  • Malone, K. M., Tiarani, V., Irving. K. E., Kajfez, R., Lin, H., Giasi, T. and Edmiston, B. W. (2018). Engineering design challenges in early childhood education: Effects on student cognition and ınterest. European Journal of STEM Education, 3(3), 11.
  • Millî Eğitim Bakanlığı (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Devlet Kitapları.
  • Mehalik, M., Doppelt, Y., & Schunn, 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.
  • Moore, T. J., & Glancy, A. W., & Tank, K. M., & Kersten, J. A., & Stohlmann, M. S., & Ntow, F. D., & Smith, K. A. (2013). A Framework for Implementing Quality K-12 Engineering Education Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19060
  • Moore, T. J., Stohlmann, 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 Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices 35-60. Purdue University Press.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Noah Harari Y. (2018). 21. Yüzyıl 21 Ders. Kolektif Kitap: İstanbul.
  • National Research Council [NRC]. (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
  • Ramaley, J. A. (2007). Facilitating change: Experience with the reform of STEM Education. Retrieved from http://www.wmich.edu/science/facilitatingchange/Products/RamaleyPresentation.pdf
  • Riechert, S. E., & Post, B. K. (2010). From Skeletons To Bridges & Other, STEM enrichment exercises for high school biology. The American Biology Teacher, 72(1), 20-22. Doi: 10.1525/abt.2010.72.1.6 Roberts, A. (2013). STEM is here. Now what? Technology and Engineering Teacher, 73(1), 22–27.
  • Sanders, M. (2009). Stem, stem education, stemmania. The Technology Teacher, 68(4), 20-26.
  • 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., & Richards, L. (2008). Teacher and student feedback about engineering design ın middle school science classrooms: A pilot study. Pittsburgh, Pennsylvania: Annual Conference & Exposition. Retrieved from https://peer.asee.org/3340
  • Siew, N. Amir, N. & Chong, C. (2015). The perceptions of pre-service and in-service teachers regarding a project-based stem approach to teaching science. SpringerPlus https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4320214/ 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. https://eric.ed.gov/?id=ED443172.pdf adresinden ulaşılmıştır.
  • Stanford, C., Cole, R., Froyd, J., Friedrichsen, D., Khatri, R. & Henderson, C. (2016). Supporting sustained adoption of education innovations: The designing for sustained adoption assessment instrument. International Journal of STEM Education, 3(1), 1–13. United States Department of Education. (2016). STEM 2026: A vision for innovation in STEM education. Washington, DC: US Department of Education, Office of Innovation and Improvement.
  • Ure, H. (2012). The effect of the engineering design process on the critical thinking skills of high school students. (Unpublisched master dissertation). Brigham Young University:Utah. Retrieved from http://scholarsarchive.byu.edu/etd/3089
  • Wang, H. (2012). A New era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) ıntegration. (Doctoral dissertation). Retrieved from https://conservancy.umn.edu/handle/11299/120980
  • Wang, H. H. (2019). Examining patterns in teacher-student classroom conversations during stem lessons. Journal for STEM Education Resesearch https://doi.org/10.1007/s41979-019-00022-x
  • Wang, H. H., Moore, T. J., Roehrig, G. H., ve Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 2.
  • Williams, J. (2011). Stem education: Proceed with cautions. Design and Technology Education: an International Journal, 16(1). Retrieved from https://ojs.lboro.ac.uk/DATE/article/view/1590/1514
  • Williams, C., Walter, E., Henderson, C. & Beach , A. (2015). Describing undergraduate STEM teaching practices: A comparison of instructor self-report instruments. International Journal of STEM Education, 2(1), 1–14.
  • Yamak, H., Bulut, N., Dündar, S. (2014). 5. Sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Eğitim Fakültesi Dergisi, 34(2), 249- 265.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yasemin Hacıoğlu 0000-0002-1184-4204

Ayşe Başpınar 0000-0002-1582-063X

Yayımlanma Tarihi 21 Haziran 2020
Gönderilme Tarihi 18 Şubat 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 12 Sayı: 22

Kaynak Göster

APA Hacıoğlu, Y., & Başpınar, A. (2020). Bir Sınıf Öğretmeni ve Öğrencilerinin İlk STEM Eğitimi Deneyimleri. Karadeniz Sosyal Bilimler Dergisi, 12(22), 1-23. https://doi.org/10.38155/ksbd.690919