Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 8 Sayı: 1, 423 - 437, 01.01.2021
https://doi.org/10.17275/per.21.25.8.1

Öz

Kaynakça

  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu: “Günümüz modası mı yoksa gereksinim mi?” [A report on STEM Education in Turkey: A provisional agenda or a necessity? White Paper] İstanbul: İstanbul Aydın University STEM Centre.
  • Ananiadou, K. & Claro M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, No. 41, OECD Publishing, Paris. http://dx.doi.org/10.1787/218525261154
  • Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler [Research in social science: Methods, techniques and principles]. Ankara: PegemA Pub.
  • Becker, K. H., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and Research. 12 (5), 23-37.
  • Blackley, S., & Howell, J. (2015). A STEM narrative: 15 years in the making. Australian Journal of Teacher Education, 40(7), 102-112.
  • Butz, W. P., Kelly, T. K., Adamson, D. M., Bloom, G. A., Fossum, D., & Gross, M. E. (2004). Will the scientific and technology workforce meet the requirements of the federal government? Pittsburgh, PA: RAND
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: PegemA Press.
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
  • Carmines, E.G. & Zeller, R.A. (1982). Reliability and validity assessment. 5th ed. Beverly Hills: Sage Publications Inc.
  • Christensen, R. & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science, Environment and Health (JESEH), 3(1), 1-13.
  • Cotabish, A., Dailey, D., Robinson, A. & Hughes, G. (2013). The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills. School Science and Mathematics. 113(5), 215-226.
  • Çakır, R. & Ozan, CE (2018). The effect of stem applications on 7th grade students’ academic achievement, reflective thinking skills and motivations. Gazi University Journal of Gazi Educational Faculty GUJGEF 38(3), 1077-1100
  • English, L.D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1-8. doi: 10.1186/s40594-016-0036-1.
  • Eroğlu, A. (2008). Faktör analizi [Factor analyses]. In: Kalaycı, Ş. (ed), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri [Statistics Techniques with Multi Variable in SPSS Applications], Ankara: Asil Publishers, 321-331.
  • Fan, S. C., & Yu, K. C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education. 27, 107-129. https://doi.org/10.1007/s10798-015-9328-x
  • Field, A. (2000). Discovering Statistics using SPSS for Windows. London: Thousand Oaks- New Delhi: Sage Pub.
  • Geisinger, K. F. (2016) 21st Century Skills: What Are They and How Do We Assess Them?, Applied Measurement in Education, 29 (4), 245-249, DOI:10.1080/08957347.2016.1209207
  • Gorsuch, R. L. (1983). Factor analysis. Hillsdale: Lawrence Erlbaum Associates.
  • He, Y. & Liang L. (2019). Application of Robotics in Higher Education in Industry 4.0 Era. Universal Journal of Educational Research 7(7): 1612-1622
  • Hernandez, P. R., Bodin R., Elliott, J. W., Ibrahim B., Rambo-Hernandez, K. E., Chen T. W. & Miranda M. A. (2014). Connecting the STEM dots: measuring the effect of an integrated engineering design intervention. International Journal Technology Design Education. 24, 107-120.
  • Jang, H. (2016). Identifying 21st Century STEM Competencies Using Workplace Data. Journal of Science Education and Technology, 25(2), 284-301. https://doi.org/10.1007/s10956-015-9593-1
  • Kanadlı, S. (2019). A Meta-Summary of Qualitative Findings about STEM Education. International Journal of Instruction, 12(1), 959-976. https://doi.org/10.29333/iji.2019.12162a
  • Karakaya, F. & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188-4198. doi:10.14687/jhs.v13i3.4104
  • Kelley, T.R. & Knowles, J.G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education 3(11), 1-11. https://doi.org/10.1186/s40594-016-0046-z
  • Kline, P. (1994). An easy guide to factor analysis. London and New York: Routledge.
  • Korkmaz, Ö., Çakır, R., Uğur Erdoğmuş, & F., öner, F. (2020). A validity and reliability study of the Basic STEM Skill Levels Perception Scale and Student’s Basic STEM Skill Levels. International Journal of Psychology and Educational Studies, 2020, 7(2), 111-121
  • Lotta C. Larson & Miller T. N. (2011). 21st Century Skills: Prepare students for the future, Kappa Delta Pi Record, 47:3, 121-123, DOI: 10.1080/00228958.2011.10516575
  • NGSS. (2018). DCI Arrangements of the Next Generation Science Standards. Available at: https://www.nextgenscience.org/sites/default/files/NGSS%20DCI%20Combined%2011.6.13.pdf.
  • Ostler, E. (2012). 21st Century STEM Education: A Tactical Model for Long-Range Success. International Journal of Applied Science and Technology 2(1), 28-33
  • Potvin, P. & Hasni, A. (2014). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology (JSTOR), 23(6), 784-802. doi: 10.1007/s10956-014-9512-x
  • Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4). 20-26.
  • Scherer, R.F., Wiebe F.A., Luther, D. C. & Adams J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire, Psychological Reports 62(3), 763-770. PubMed PMID: 3406294
  • Sneideman, J. M. (2013). Feature Story. Natural Start Alliance. Available at: https://naturalstart.org/feature-stories/engaging-children-stem-education-early
  • SNAP (2018). SNAP Assessment for NGSS. Available at: https://snapgse.stanford.edu/snap-assessments-ngss
  • Tatlıdil, H. (2002). Uygulamalı çok değişkenli istatistiksel analiz [Applied multivariate statistical analysis], Akademi Pub, Ankara
  • Tutak, F. A., S. A., & Tezsezen, S. (2017). İşbirlikli FeTeMM (Fen, Teknoloji, Mühendislik, Matematik) Eğitimi Uygulaması: Kimya ve matematik öğretmen adaylarının FeTeMM farkındalıklarının incelenmesi Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4) 794-816.
  • Unfried, A., Faber, M. & Wiebe, E. (2014). Gender and student attitudes toward science, technology, engineering, and mathematics. American Education Research Association (AERA) 2014 Annual Meeting, Philadelphia, PA. https://eval.fi.ncsu.edu/wp-content/uploads/2016/03/AERA-2014-Unfried-Faber-Wiebe.pdf
  • White D.W. (2014). What Is STEM Education and Why Is It Important? Florida Association of Teacher Educators Journal 1 (14) 1-9.
  • Yıldırım, B. (2016). An analyses and meta-synthesis of research on stem education. Journal of Education and Practice. 7(34), 23-33.
  • Yılmaz, A., Gülgün, C. & Çağlar, A. (2017). Teaching with STEM applications for 7th class students unit of "force and energy": let's make a parachute, water jet, catapult, intelligent curtain and hydraulic work machine (bucket machine) activities. Journal of Current Researches on Educational Studies (JoCuRES), 7(1), 97-116.

Secondary School Students’ Basic STEM Skill Levels according to their Self-Perceptions: A Scale Adaptation

Yıl 2021, Cilt: 8 Sayı: 1, 423 - 437, 01.01.2021
https://doi.org/10.17275/per.21.25.8.1

Öz

In addition to the studies on what the 21st century skills are, how these skills will be gained by the students, that is, after completing the K-12 and university education, the problem of how the students will graduate with these skills has become one of the most important questions waiting for an answer all over the world and it has been an issue for the world of education. STEM (Science, Technology, Engineering and Mathematics) education approach has the potential to respond to these questions to some extent. The purpose of this study is to adapt ‘the basic STEM skills level self-perception’ scale which was formerly designed to measure the STEM skills levels of the university students within their self- perception, to the secondary school level and define secondary school students’ basic STEM skills levels within their self-perception. This study was conducted in a descriptive survey model. The participants were 501 middle school students. Data of this study were collected using the “Basic STEM Skill Levels Perception Scale”. Exploratory factor analysis was run to figure out the construct validity of the instrument. Item discrimination was tested by observing the differentiation between groups of 27% and top 27%. As a result: ‘Basic STEM Skill Levels Scale’ was adapted to the level of secondary school. The scale is a 7-point Likert-type scale containing of 23 items that can be categorized three factors. Within their self-perceptions, students’ basic STEM skills in science and mathematics are at intermediate level. However, it is seen that the basic STEM skills related to the field of engineering and technology are relatively low. There is a similarity between students’ genders in science and engineering - technology factors.

Kaynakça

  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu: “Günümüz modası mı yoksa gereksinim mi?” [A report on STEM Education in Turkey: A provisional agenda or a necessity? White Paper] İstanbul: İstanbul Aydın University STEM Centre.
  • Ananiadou, K. & Claro M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, No. 41, OECD Publishing, Paris. http://dx.doi.org/10.1787/218525261154
  • Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler [Research in social science: Methods, techniques and principles]. Ankara: PegemA Pub.
  • Becker, K. H., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and Research. 12 (5), 23-37.
  • Blackley, S., & Howell, J. (2015). A STEM narrative: 15 years in the making. Australian Journal of Teacher Education, 40(7), 102-112.
  • Butz, W. P., Kelly, T. K., Adamson, D. M., Bloom, G. A., Fossum, D., & Gross, M. E. (2004). Will the scientific and technology workforce meet the requirements of the federal government? Pittsburgh, PA: RAND
  • Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: PegemA Press.
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
  • Carmines, E.G. & Zeller, R.A. (1982). Reliability and validity assessment. 5th ed. Beverly Hills: Sage Publications Inc.
  • Christensen, R. & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science, Environment and Health (JESEH), 3(1), 1-13.
  • Cotabish, A., Dailey, D., Robinson, A. & Hughes, G. (2013). The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills. School Science and Mathematics. 113(5), 215-226.
  • Çakır, R. & Ozan, CE (2018). The effect of stem applications on 7th grade students’ academic achievement, reflective thinking skills and motivations. Gazi University Journal of Gazi Educational Faculty GUJGEF 38(3), 1077-1100
  • English, L.D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1-8. doi: 10.1186/s40594-016-0036-1.
  • Eroğlu, A. (2008). Faktör analizi [Factor analyses]. In: Kalaycı, Ş. (ed), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri [Statistics Techniques with Multi Variable in SPSS Applications], Ankara: Asil Publishers, 321-331.
  • Fan, S. C., & Yu, K. C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education. 27, 107-129. https://doi.org/10.1007/s10798-015-9328-x
  • Field, A. (2000). Discovering Statistics using SPSS for Windows. London: Thousand Oaks- New Delhi: Sage Pub.
  • Geisinger, K. F. (2016) 21st Century Skills: What Are They and How Do We Assess Them?, Applied Measurement in Education, 29 (4), 245-249, DOI:10.1080/08957347.2016.1209207
  • Gorsuch, R. L. (1983). Factor analysis. Hillsdale: Lawrence Erlbaum Associates.
  • He, Y. & Liang L. (2019). Application of Robotics in Higher Education in Industry 4.0 Era. Universal Journal of Educational Research 7(7): 1612-1622
  • Hernandez, P. R., Bodin R., Elliott, J. W., Ibrahim B., Rambo-Hernandez, K. E., Chen T. W. & Miranda M. A. (2014). Connecting the STEM dots: measuring the effect of an integrated engineering design intervention. International Journal Technology Design Education. 24, 107-120.
  • Jang, H. (2016). Identifying 21st Century STEM Competencies Using Workplace Data. Journal of Science Education and Technology, 25(2), 284-301. https://doi.org/10.1007/s10956-015-9593-1
  • Kanadlı, S. (2019). A Meta-Summary of Qualitative Findings about STEM Education. International Journal of Instruction, 12(1), 959-976. https://doi.org/10.29333/iji.2019.12162a
  • Karakaya, F. & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188-4198. doi:10.14687/jhs.v13i3.4104
  • Kelley, T.R. & Knowles, J.G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education 3(11), 1-11. https://doi.org/10.1186/s40594-016-0046-z
  • Kline, P. (1994). An easy guide to factor analysis. London and New York: Routledge.
  • Korkmaz, Ö., Çakır, R., Uğur Erdoğmuş, & F., öner, F. (2020). A validity and reliability study of the Basic STEM Skill Levels Perception Scale and Student’s Basic STEM Skill Levels. International Journal of Psychology and Educational Studies, 2020, 7(2), 111-121
  • Lotta C. Larson & Miller T. N. (2011). 21st Century Skills: Prepare students for the future, Kappa Delta Pi Record, 47:3, 121-123, DOI: 10.1080/00228958.2011.10516575
  • NGSS. (2018). DCI Arrangements of the Next Generation Science Standards. Available at: https://www.nextgenscience.org/sites/default/files/NGSS%20DCI%20Combined%2011.6.13.pdf.
  • Ostler, E. (2012). 21st Century STEM Education: A Tactical Model for Long-Range Success. International Journal of Applied Science and Technology 2(1), 28-33
  • Potvin, P. & Hasni, A. (2014). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology (JSTOR), 23(6), 784-802. doi: 10.1007/s10956-014-9512-x
  • Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4). 20-26.
  • Scherer, R.F., Wiebe F.A., Luther, D. C. & Adams J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire, Psychological Reports 62(3), 763-770. PubMed PMID: 3406294
  • Sneideman, J. M. (2013). Feature Story. Natural Start Alliance. Available at: https://naturalstart.org/feature-stories/engaging-children-stem-education-early
  • SNAP (2018). SNAP Assessment for NGSS. Available at: https://snapgse.stanford.edu/snap-assessments-ngss
  • Tatlıdil, H. (2002). Uygulamalı çok değişkenli istatistiksel analiz [Applied multivariate statistical analysis], Akademi Pub, Ankara
  • Tutak, F. A., S. A., & Tezsezen, S. (2017). İşbirlikli FeTeMM (Fen, Teknoloji, Mühendislik, Matematik) Eğitimi Uygulaması: Kimya ve matematik öğretmen adaylarının FeTeMM farkındalıklarının incelenmesi Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4) 794-816.
  • Unfried, A., Faber, M. & Wiebe, E. (2014). Gender and student attitudes toward science, technology, engineering, and mathematics. American Education Research Association (AERA) 2014 Annual Meeting, Philadelphia, PA. https://eval.fi.ncsu.edu/wp-content/uploads/2016/03/AERA-2014-Unfried-Faber-Wiebe.pdf
  • White D.W. (2014). What Is STEM Education and Why Is It Important? Florida Association of Teacher Educators Journal 1 (14) 1-9.
  • Yıldırım, B. (2016). An analyses and meta-synthesis of research on stem education. Journal of Education and Practice. 7(34), 23-33.
  • Yılmaz, A., Gülgün, C. & Çağlar, A. (2017). Teaching with STEM applications for 7th class students unit of "force and energy": let's make a parachute, water jet, catapult, intelligent curtain and hydraulic work machine (bucket machine) activities. Journal of Current Researches on Educational Studies (JoCuRES), 7(1), 97-116.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Özgen Korkmaz 0000-0003-4359-5692

Recep Çakır 0000-0002-2641-5007

Feray Uğur Erdoğmuş 0000-0002-9401-3405

Yayımlanma Tarihi 1 Ocak 2021
Kabul Tarihi 20 Ekim 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 1

Kaynak Göster

APA Korkmaz, Ö., Çakır, R., & Uğur Erdoğmuş, F. (2021). Secondary School Students’ Basic STEM Skill Levels according to their Self-Perceptions: A Scale Adaptation. Participatory Educational Research, 8(1), 423-437. https://doi.org/10.17275/per.21.25.8.1