Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 3, 248 - 262, 01.05.2022
https://doi.org/10.17275/per.22.64.9.3

Öz

Kaynakça

  • Akben, N. & Köseoğlu, F. (2015). Inquiry-based learning and 5E model in laboratory practices: A professional development program for prospective classroom teachers. Ankara University, Journal of Faculty of Educational Sciences, 48(1), 161-197.
  • Akyıldız, P. (2014). A learning-teaching approach based on STEM education. Ekici, G. (Ed.), In current learning-teaching approaches with examples of activities-I (187-235). Ankara: Pegem Academy Publishing.
  • Aydın, G., Saka, M. & Guzey, S. (2018). Engineering knowledge level measurement scale for students in grades 4 through 8. Elementary Education Online, 17(2), 750-768.
  • Bakırcı, H. (2014). The study on evaluation of designing, implementing, and investigating the effects of teaching material based on common knowledge construction model: light and voice unit sample (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Balım, A. G. & Taşkoyan, S. N. (2007). Developing measurement of inquiry learning skills perception in science. Journal of Buca Faculty of Education, 21, 58- 63.
  • Bowen, B. & Shume, T. (2020). Developing workforce skills in K-12 classrooms: How teacher externships ıncrease awareness of the critical role of effective communication. Journal of STEM Education, 21(1), 73-80.
  • Bozkurt, E. (2014). The effect of engineering design-based science instruction on science teacher candidates' decision-making skills, science process skills and perceptions about the process (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Büyüköztürk, Ş. (2017). Data analysis handbook for social sciences. Ankara: Pegem Akademi Publishing.
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and EngineeringTeacher, 70(1), 30–35.
  • Çepni, S. (2011). Introduction to research and project studies. Trabzon: Celepler Printing.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Douglas, J., Iversen, E. & Kalyandurg, C. (2004). Engineering in the K-12 classroom: An analysis of current practices and guidelines for the future. A production of the ASEE Engineering K12 Center.
  • Dugger, W. E. (2010, December). Evolution of STEM in the United States. Presented at the 6th Biennial International Conference on Technology Education Research, Gold Coast, and Queensland.
  • Ercan, S. (2014). The usage of engineering practices in science education: Design based science learning (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • Harwell, M., Moreno, M., Phillips, A., Guzey, S. S., Moore, T. J. & Roehrig, G. H. (2015). A study of STEM assessments in engineering, science and mathematics for elementary and middle school students. School Science and Mathematics, 115(2), 66-74.
  • Hu, H.-W., Chiu, C.-H. & Chiou, G.-F. (2019). Effects of question stem on pupils’ online questioning, science learning, and critical thinking, The Journal of Educational Research, 112:4, 564-573,
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. & Carberry, A. (2011). Infusing engineering design into high school STEM courses. https://digitalcommons.usu.edu/ncete_publications. Access date: 05.02.2021.
  • Kalaycı, Ş. (2005). SPSS applied multivariate statistical techniques. Ankara: Noble Publication Distribution.
  • Karakaya, F. & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards STEM. Journal of Human Secince, 13(3), 4188-4198.
  • Keçeci, G., Alan, B. & Kırbağ-Zengin, F. (2017). STEM Education Practices with 5th Grade Students. Journal of Ahi Evran University Kırşehir Faculty of Education, 18, Special issue, 1-17.
  • Kennedy, T. & Odell, M. (2014). Engaging students in STEM education. Science Education International, 25(3), 246–258.
  • Kırıcı, M. G. & Bakırcı, H. (2021). The effect of STEM supported research ınquiry based learning approach on the scientific creativity of 7th grade students. Journal of Pedagogical Research, (Under Review).
  • Ministry of National Education (2016). STEM education report. June, Ankara. Access address is http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf. Access Date: 15.06.2018.
  • Ministry of National Education (2018). Curriculum of science courses of primary education institutions (3, 4, 5, 6, 7 and 8th grades). Ankara: State Books Publishing House.
  • Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M. & Pfiester, J. (2013). Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers, The Journal of Educational Research, 106:2, 157-168,
  • National Research Council (NRC). (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
  • National Science and Technology Council (2013). Federal science, technology, engineering and mathematics education 5-year strategic plan. Washington.
  • Penner, D., Giles, N., Lehrer, R. & Schauble, L. (1997). Building functional models: designing an elbow. Journal of Research in Science Teaching, 34(2), 125-143.
  • Purzer, S., Goldstein, M., Adams, R., Xie, C. & Nourian, S. (2015). An exploratory study of informed engineering design behaviors associated with scientific explanations. International Journal of Stem Education, 2(9), 1-12.
  • Riskowski, J., Todd, C., Wee, B., Dark, M., & Harbor, J. (2009). Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth-grade science course. International Journal of Engineering Education, 25(1), 181-195.
  • Rogers, C., & Portsmore, M. D. (2004). Bringing engineering to elementary school. Journal of STEM Education: Innovations and Research, 5, 17-28.
  • Siew, N. M. & Ambo, N. (2020). The scientific creativity of fifth graders in a STEM project-based cooperative learning approach. Problems of Education in the 21st Century, 78(4), 627-643.
  • Sinatra, G. M., Mukhopadhyay, A., Allbright, T. N., Marsh, J. A. & Polikoff, M. S. (2017). Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research, 110 (3), 308-316.
  • Smith, J. & Karr-Kidwell, P. (2000). The ınterdisciplinary curriculum: A literary review and a manual for administrators and teachers. Retrieved from ERIC database on 12.06.2018
  • Spaulding, D. T., Kennedy, J. A., Rozsavölgyi, A, & Colon, W. (2020). Differences in outcomes by gender for peer mentors participating in a stem persistence program for first-year students. Journal of STEM Education, 21(1), 5-10.
  • TÜSİAD (Turkish Industrialists and Businessmen Association) (2017). Responsibility Statement Report 2016-2017. https://tusiad.org/tr/yayinlar/raporlar/item/9953-tusiad-global-compact-responsibility-statement-report-coe. Access date: 20.09. 2018.
  • Ünlü, K. Z. & Dökme, İ. (2017). Gifted Childrenꞌ Images about STEMꞌs E. Trakya Journal of Education, 7(1), 196-204.
  • Yıldırım, B. (2016). An examination of the effects of science, technology, engineering, mathematics (stem) applications and mastery learning integrated into the 7th grade science course (Unpublished doctoral dissertation). Gazi University, Ankara.

STEM Education Effect on Inquiry Perception and Engineering Knowledge

Yıl 2022, Cilt: 9 Sayı: 3, 248 - 262, 01.05.2022
https://doi.org/10.17275/per.22.64.9.3

Öz

Despite the adoption of modern educational approaches such as activity-based, laboratory-based, technology enhanced science education, it is known that in most cases, students have difficulties in achieving desired learning goals such as developing inquiry skills and engineering knowledge. The efforts of science educators to ensure that students reach the desired learning goals have led to the development of new educational approaches. It is then necessary to put the emerging educational approaches into practice, to determine their effects in practice, and to determine the level of achieved learning goals. Therefore, the study intends to examine the effect of Science, Technology, Engineering and Mathematics (STEM) supported science teaching on the perception of inquiry learning skills and engineering knowledge level of 8th graders regarding Basic Machines unit. Quasi experimental research design was adopted. The study was conducted with 8th grade students. The participant students were recruited through easily accessible sampling method. This study was implemented during five weeks. The Inquiry Learning Level Perception Scale (ILSPS) and the Engineering Knowledge Level Scale (EKLS) were data collection tools. The data obtained revealed that STEM supported science teaching was effective on 8th graders inquiry learning skill perception and engineering knowledge levels. It is recommended to carry out comprehensive studies to reveal the effect of STEM-supported science teaching on students’ design skills in the 21st century.

Kaynakça

  • Akben, N. & Köseoğlu, F. (2015). Inquiry-based learning and 5E model in laboratory practices: A professional development program for prospective classroom teachers. Ankara University, Journal of Faculty of Educational Sciences, 48(1), 161-197.
  • Akyıldız, P. (2014). A learning-teaching approach based on STEM education. Ekici, G. (Ed.), In current learning-teaching approaches with examples of activities-I (187-235). Ankara: Pegem Academy Publishing.
  • Aydın, G., Saka, M. & Guzey, S. (2018). Engineering knowledge level measurement scale for students in grades 4 through 8. Elementary Education Online, 17(2), 750-768.
  • Bakırcı, H. (2014). The study on evaluation of designing, implementing, and investigating the effects of teaching material based on common knowledge construction model: light and voice unit sample (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Balım, A. G. & Taşkoyan, S. N. (2007). Developing measurement of inquiry learning skills perception in science. Journal of Buca Faculty of Education, 21, 58- 63.
  • Bowen, B. & Shume, T. (2020). Developing workforce skills in K-12 classrooms: How teacher externships ıncrease awareness of the critical role of effective communication. Journal of STEM Education, 21(1), 73-80.
  • Bozkurt, E. (2014). The effect of engineering design-based science instruction on science teacher candidates' decision-making skills, science process skills and perceptions about the process (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Büyüköztürk, Ş. (2017). Data analysis handbook for social sciences. Ankara: Pegem Akademi Publishing.
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and EngineeringTeacher, 70(1), 30–35.
  • Çepni, S. (2011). Introduction to research and project studies. Trabzon: Celepler Printing.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Douglas, J., Iversen, E. & Kalyandurg, C. (2004). Engineering in the K-12 classroom: An analysis of current practices and guidelines for the future. A production of the ASEE Engineering K12 Center.
  • Dugger, W. E. (2010, December). Evolution of STEM in the United States. Presented at the 6th Biennial International Conference on Technology Education Research, Gold Coast, and Queensland.
  • Ercan, S. (2014). The usage of engineering practices in science education: Design based science learning (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • Harwell, M., Moreno, M., Phillips, A., Guzey, S. S., Moore, T. J. & Roehrig, G. H. (2015). A study of STEM assessments in engineering, science and mathematics for elementary and middle school students. School Science and Mathematics, 115(2), 66-74.
  • Hu, H.-W., Chiu, C.-H. & Chiou, G.-F. (2019). Effects of question stem on pupils’ online questioning, science learning, and critical thinking, The Journal of Educational Research, 112:4, 564-573,
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. & Carberry, A. (2011). Infusing engineering design into high school STEM courses. https://digitalcommons.usu.edu/ncete_publications. Access date: 05.02.2021.
  • Kalaycı, Ş. (2005). SPSS applied multivariate statistical techniques. Ankara: Noble Publication Distribution.
  • Karakaya, F. & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards STEM. Journal of Human Secince, 13(3), 4188-4198.
  • Keçeci, G., Alan, B. & Kırbağ-Zengin, F. (2017). STEM Education Practices with 5th Grade Students. Journal of Ahi Evran University Kırşehir Faculty of Education, 18, Special issue, 1-17.
  • Kennedy, T. & Odell, M. (2014). Engaging students in STEM education. Science Education International, 25(3), 246–258.
  • Kırıcı, M. G. & Bakırcı, H. (2021). The effect of STEM supported research ınquiry based learning approach on the scientific creativity of 7th grade students. Journal of Pedagogical Research, (Under Review).
  • Ministry of National Education (2016). STEM education report. June, Ankara. Access address is http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf. Access Date: 15.06.2018.
  • Ministry of National Education (2018). Curriculum of science courses of primary education institutions (3, 4, 5, 6, 7 and 8th grades). Ankara: State Books Publishing House.
  • Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M. & Pfiester, J. (2013). Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers, The Journal of Educational Research, 106:2, 157-168,
  • National Research Council (NRC). (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
  • National Science and Technology Council (2013). Federal science, technology, engineering and mathematics education 5-year strategic plan. Washington.
  • Penner, D., Giles, N., Lehrer, R. & Schauble, L. (1997). Building functional models: designing an elbow. Journal of Research in Science Teaching, 34(2), 125-143.
  • Purzer, S., Goldstein, M., Adams, R., Xie, C. & Nourian, S. (2015). An exploratory study of informed engineering design behaviors associated with scientific explanations. International Journal of Stem Education, 2(9), 1-12.
  • Riskowski, J., Todd, C., Wee, B., Dark, M., & Harbor, J. (2009). Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth-grade science course. International Journal of Engineering Education, 25(1), 181-195.
  • Rogers, C., & Portsmore, M. D. (2004). Bringing engineering to elementary school. Journal of STEM Education: Innovations and Research, 5, 17-28.
  • Siew, N. M. & Ambo, N. (2020). The scientific creativity of fifth graders in a STEM project-based cooperative learning approach. Problems of Education in the 21st Century, 78(4), 627-643.
  • Sinatra, G. M., Mukhopadhyay, A., Allbright, T. N., Marsh, J. A. & Polikoff, M. S. (2017). Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research, 110 (3), 308-316.
  • Smith, J. & Karr-Kidwell, P. (2000). The ınterdisciplinary curriculum: A literary review and a manual for administrators and teachers. Retrieved from ERIC database on 12.06.2018
  • Spaulding, D. T., Kennedy, J. A., Rozsavölgyi, A, & Colon, W. (2020). Differences in outcomes by gender for peer mentors participating in a stem persistence program for first-year students. Journal of STEM Education, 21(1), 5-10.
  • TÜSİAD (Turkish Industrialists and Businessmen Association) (2017). Responsibility Statement Report 2016-2017. https://tusiad.org/tr/yayinlar/raporlar/item/9953-tusiad-global-compact-responsibility-statement-report-coe. Access date: 20.09. 2018.
  • Ünlü, K. Z. & Dökme, İ. (2017). Gifted Childrenꞌ Images about STEMꞌs E. Trakya Journal of Education, 7(1), 196-204.
  • Yıldırım, B. (2016). An examination of the effects of science, technology, engineering, mathematics (stem) applications and mastery learning integrated into the 7th grade science course (Unpublished doctoral dissertation). Gazi University, Ankara.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Emine Kutlu 0000-0002-3409-8304

Hasan Bakırcı 0000-0002-7142-5271

Yilmaz Kara 0000-0001-6897-3245

Yayımlanma Tarihi 1 Mayıs 2022
Kabul Tarihi 13 Kasım 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 3

Kaynak Göster

APA Kutlu, E., Bakırcı, H., & Kara, Y. (2022). STEM Education Effect on Inquiry Perception and Engineering Knowledge. Participatory Educational Research, 9(3), 248-262. https://doi.org/10.17275/per.22.64.9.3