Araştırma Makalesi
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Yıl 2022, Cilt: 9 Sayı: 6, 358 - 379, 01.11.2022
https://doi.org/10.17275/per.22.143.9.6

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Kaynakça

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The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Yıl 2022, Cilt: 9 Sayı: 6, 358 - 379, 01.11.2022
https://doi.org/10.17275/per.22.143.9.6

Öz

Today, the need for individuals who follow scientific and technological developments closely and who can adapt to these changes rapidly is increasing. These needs have made it necessary for countries to try various changes, reforms and current approaches required by the age in their education systems. One of these approaches is STEM education, which has frequently been encountered in the national and international literature in recent years. STEM (science, technology, engineering, and mathematics) education is an approach that emphasizes the 21st century skills, integrates science, technology, engineering, and mathematics disciplines, and covers formal and informal education at all education levels. In addition, the number of studies on STEM education is increasing daily. This research aims to integrate the 8th-grade science curriculum with STEM education practices and examine the effects of these practices on students’ problem-solving (PS) skills, scientific creativity, and critical thinking dispositions. In this study conducted with quantitative methods, the pretest-posttest control group design of the quasi-experimental method was used. The study group of the research consists of students who took the 8th-grade science course at a private school. Research data were collected from both the classes before and after the experimental study. Descriptive statistics and covariance analysis (ANCOVA) were used in the data analysis. The research results revealed that integrated STEM education applications positively affect students’ problem-solving skills, scientific creativity, and critical thinking dispositions. The collected results were discussed with the studies in the literature, and suggestions were made accordingly.

Kaynakça

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  • Demir, H. (2021). Doğada STEM etkinliklerinin 7. sınıf öğrencilerinin çevresel tutumlarına, bilimsel yaratıcılıklarına, yansıtıcı düşünme becerilerine, STEM meslek alan ilgilerine ve tutumlarına etkisi [The effect of STEM activities in nature on 7th grade students' environmental attitudes, scientific creativity, reflective thinking skills, STEM occupational interests and attitudes] [Master dissertation]. Alanya Alaaddin Keykubat University.
  • Doganca Kucuk, Z., Yabas, D., Boyaci, H. S., & Corlu, M. S. (2021). The Impact of the early STEM Program on Teacher and Student Outcomes: The Role of Teachers’ Involvement in the Program Development. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(3), 371-405. https://doi.org/10.46328/ijemst.1279
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  • Ertaş Kılıç, H., & Şen, A. İ. (2014). UF/EMI Eleştirel düşünme eğilimi ölçeğini Türkçeye uyarlama çalışması [Turkish adaptation study of UF/EMI critical thinking disposition ınstrument]. Education and Science, 39(176), 1-12. http://dx.doi.org/10.15390/EB.2014.3632
  • Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. Jossey-Bass.
  • Gülhan, F., & Şahin, F. (2016). Fen, teknoloji, mühendislik, matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi [The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas]. International Journal of Human Sciences, 13(1), 602-620.
  • Hacıoğlu, Y. (2017). Fen, teknoloji, mühendislik ve matematik (STEM) eğitimi temelli etkinliklerin fen bilgisi öğretmen adaylarının eleştirel ve yaratıcı düşünme becerilerine etkisi [The effect of science, technology, engineering and mathematics (STEM) education based activities on prospective science teachers' critical and creative thinking skills] [Doctoral dissertation]. Gazi University.
  • Hernandez, P. R., Bodin, R., Elliott, J. W., Ibrahim, B., Rambo-Hernandez, K. E., Chen, T. W., & de Miranda, M. A. (2014). Connecting the STEM dots: measuring the effect of an integrated engineering design intervention. International Journal of Technology and Design Education, 24(1), 107-120. https://doi.org/10.1007/s10798-013-9241-0
  • Herschbach, D. R. (2011). The STEM initiative: Constraints and challenges. Journal of STEM Teacher Education, 48(1), 96-122.
  • Howard-Brown, B., & Martinez, D. (2012, May). Engaging diverse learners through the provision of STEM education opportunities. (Policy Brief No. ED573497), SEDL, Southeast Comprehensive Centre, U. S. Department of Education. https://files.eric.ed.gov/fulltext/ED573497.pdf
  • Hu, W. & Adey, P. (2002) A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-404. https://doi.org/10.1080/09500690110098912
  • Irani, T., Rudd, R., Gallo, M., Ricketts, J., Friedel, C., & Rhoades, E. (2007). Critical Thinking Instrumentation Manual. http://aec.ifas.ufl.edu/abrams/step/ctmanual.pdf
  • Israel, M., Maynard, K. ve Williamson, P. (2013). Promoting literacy-embedded, authentic STEM instruction for students with disabilities and other struggling learners. Teaching Exceptional Children, 45(4), 18-25. https://doi.org/10.1177%2F004005991304500402
  • Kadayıfçı, H. (2008). Yaratıcı düşünmeye dayalı öğretim modelinin öğrencilerin maddelerin ayrılması ile ilgili kavramları anlamalarına ve bilimsel yaratıcılıklarına etkisi [The effect of an instructional model based on creative thinking on students' conceptual understanding of separation of matter subject and their scientific creativity] [Doctoral dissertation]. Gazi University.
  • Karakuzu, B. (2021). Stem temelli algodoo etkinliklerinin yedinci sınıf öğrencilerinin ışığın madde ile etkileşimi ünitesindeki bilimsel yaratıcılıklarına etkisi [The effect of stem-based algodoo activities on the scientific creativity of seventh grade students in the unit of interaction of light with matter] [Doctoral dissertation]. Erciyes University.
  • Karisan, D., Macalalag, A., & Johnson, J. (2019). The Effect of Methods Course on Pre-Service Teachers’ Awareness and Intentions of Teaching Science, Technology, Engineering, and Mathematics (STEM) Subjects. International Journal of Research in Education and Science (IJRES), 5(1), 22-35.
  • Kay, K. (2010). 21st century skills: Why they matter, what they are, and how we get there. Bellanca, J. A. (Ed.). 21st century skills: Rethinking how students learn. Solution Tree Press.
  • Keskin, C., Akcay, H., & Kapici, H. O. (2020). The Effects of Environmental Science e-Projects on Middle School Students’ Behaviors and Attitudes. International Journal of Technology in Education and Science (IJTES), 4(2), 160-167.
  • Knezek, G., Christensen, R., Wood, T.T. and Periathiruvadi, S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123.
  • Kopcha, T. J., McGregor, J., Shin, S., Qian, Y., Choi, J., Hill, R., ... & Choi, I. (2017). Developing an integrative STEM curriculum for robotics education through educational design research. Journal of Formative Design in Learning, 1(1), 31-44. https://doi.org/10.1007/s41686-017-0005-1
  • Kuehnert, E., Cason, M., Young, J. & Pratt, S. (2019). A Meta-Analysis of Reform-based Professional Development in STEM: Implications for Effective Praxis. International Journal of Technology in Education (IJTE), 2(1), 60-68.
  • Kuenzi, J. J. (2008). Science, technology, engineering, and mathematics (STEM) education: background, federal policy, and legislative action. Congressional Research Service. http://digitalcommons.unl.edu/crsdocs/35/
  • Langdon, D., McKittrick, G., Beede, D., Khan, B. and Doms, M. (2011). STEM: Good Jobs Now and for the Future. U.S. Department of Commerce, Economics and Statistics Administration. https://bit.ly/3RdafQe
  • Lin, K. Y., Yu, K. C., Hsiao, H. S., Chang, Y. S., & Chien, Y. H. (2020). Effects of web-based versus classroom-based STEM learning environments on the development of collaborative problem-solving skills in junior high school students. International Journal of Technology and Design Education, 30(1), 21-34. https://doi.org/10.1007/s10798-018-9488-6
  • Lou, S. J., Chou, Y. C., Shih, R. C., & Chung, C. C. (2017). A study of creativity in CaC2 steamship-derived STEM project-based learning. Eurasia Journal of Mathematics Science and Technology Education, 13(6), 2387-2404. https://doi.org/10.12973/eurasia.2017.01231a
  • Marco-Bujosa, L. (2021). Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math.” International Journal of Technology in Education (IJTE), 4(2), 247-286. https://doi.org/10.46328/ijte.41
  • Mayasari, T., Kadarohman, A., Rusdiana, D., & Kaniawati, I. (2016, February). Exploration of students’ creativity by integrating STEM knowledge into creative products. AIP conference proceedings. AIP Publishing LLC. https://doi.org/10.1063/1.4941191
  • Ministry of Education (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3,4,5,6,7 ve 8. Sınıflar) Öğretim Programı [Primary Education Institutions (Primary and Secondary Schools) Science Course (3,4,5,6,7 and 8th Grades) Curriculum]. Board of Education and Discipline.
  • Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. Teaching Institute for Excellence in STEM, 20, 2-7. Mutakinati, L., Anwari, I., & Kumano, Y. (2018). Analysis of students’ critical thinking skill of middle school through STEM education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54-65. https://doi.org/10.15294/jpii.v7i1.10495
  • Nağaç, M. (2018). 6. sınıflar fen bilimleri dersi madde ve ısı ünitesinin öğretiminde fen, teknoloji, mühendislik ve matematik (FeTeMM) eğitimi’nin öğrencilerin akademik başarısı ve problem çözme becerilerine etkisinin incelenmesi [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] [Master dissertation]. Hatay Mustafa Kemal University.
  • National Academy of Engineering (2008). Changing the conversation: Messaging for improving public understanding of engineering. The National Academies Press.
  • Netwong, T. (2018). Development of problem solving skills by integration learning following stem education for higher education. International Journal of Information and Education Technology, 8(9), 639-643. https://doi.org/10.18178/ijiet.2018.8.9.1114
  • 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. https://doi.org/10.1016/j.tate.2005.03.006
  • Ozturk, M. U. & Ozturk, M. S. (2022). The Analysis of Fine Arts Students' Social Media Awareness Levels Related to Appearance. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(3), 722-739. https://doi.org/10.46328/ijemst.2559
  • Partnership for 21st Century Skills [P21] (2009). P21 framework definitions. https://bit.ly/3Aveh0K
  • Pekbay, C. (2017). Fen teknoloji mühendislik ve matematik etkinliklerinin ortaokul öğrencileri üzerindeki etkileri [Effects of science technology engineering and mathematics activities on middle school students] [Master dissertation]. Hacettepe University.
  • Preuss, M. D., Merriweather, S. P., Walton, S. D. & Butler-Purry, K. L. (2020). Minority Student Preparation for STEM PhD Study: Impact of NSF Bridge to the Doctorate Programming. International Journal of Technology in Education and Science (IJTES), 4(3), 168-187.
  • Punzalan, C. H. (2022). STEM Interests and Future Career Perspectives of Junior High School Students: A Gender Study. International Journal of Research in Education and Science (IJRES), 8(1), 93-102. https://doi.org/10.46328/ijres.2537
  • Raines, J. M. (2012). FirstSTEP: A preliminary review of the effects of a summer bridge program on pre-college STEM majors. Journal of STEM Education: Innovations and Research, 13(1), 22-29.
  • Razi, A. & Zhou, G. (2022). STEM, iSTEM, and STEAM: What is next? International Journal of Technology in Education (IJTE), 5(1), 1-29. https://doi.org/10.46328/ijte.119
  • Rehmat, A. P. (2015). Engineering The path to higher-order thinking in elementary education: A problem-based learning approach for STEM integration [Doctoral Dissertation]. Nevada University.
  • Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1), 1-15. https://doi.org/10.1186/s40594-020-00208-5
  • Saleh, A. H. (2016). A proposed unit in the light of STEM approach and its effect on developing attitudes toward (STEM) and problem solving skills for primary students. International Interdisciplinary Journal of Education, 5(7), 186- 217.
  • Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.
  • Saricam, U., & Yildirim, M. (2021). The Effects of Digital Game-based STEM Activities on Students’ Interests in STEM Fields and Scientific Creativity: Minecraft Case. International Journal of Technology in Education and Science (IJTES), 5(2), 166-192. https://doi.org/10.46328/ijtes.136
  • Sendogdu, A. A., & Koyuncuoglu, O. (2022). An Analysis of the Relationship between University Students’ Views on Distance Education and their Computer Self-Efficacy. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(1), 113-131. https://doi.org/10.46328/ijemst.1794
  • Serin, O., Serin, N. B., & Saygılı, G. (2010). İlköğretim düzeyindeki çocuklar için problem çözme envanteri’nin (ÇPÇE) geliştirilmesi [Developing Problem Solving Inventory for Children at the Level of Primary Education (PSIC)]. Elementery School Online, 9(2) 446-458.
  • 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.
  • Smyrnaiou, Z., Georgakopoulou, E. & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling-the CCQ model for creativity. International Journal of STEM Education, 7, 25. https://doi.org/10.1186/s40594-020-00223-6
  • Soros, P., Ponkham, K., & Ekkapim, S. (2018, January). The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level. AIP Conference Proceedings (Vol. 1923, No. 1, p. 030045). AIP Publishing LLC.
  • Şahin, A., Ayar, M. C., & Adıgüzel, T. (2014). Fen, teknoloji, mühendislik ve matematik içerikli okul sonrası etkinlikler ve öğrenciler üzerindeki etkileri [STEM related after-school program activities and associated outcomes on student learning]. Educational Sciences: Theory & Practice, 14(1), 297-322.
  • Talan, T. (2021). Augmented Reality in STEM Education: Bibliometric Analysis. International Journal of Technology in Education (IJTE), 4(4), 605-623. https://doi.org/10.46328/ijte.136
  • Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., ... & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 2-12. https://doi.org/10.20897/ejsteme/85525
  • Turkish Industry and Business Association (2017). 2023’e doğru Türkiye’de STEM gereksinimi [STEM requirement in Turkey towards 2023]. https://bit.ly/3bTwxGP
  • Turner, I. L., Harley, M. D., Hanslow, D. J., Kinsela, M. A., & Splinter, K. D. (2022). ‘Coastal Management Guide-Managing Coastal Erosion’: A STEM education resource for secondary school teachers. Continental Shelf Research, 104783. https://doi.org/10.1016/j.csr.2022.104783
  • Ugras, M. (2018). The effect of STEM activities on STEM attitudes, scientific creativity and motivation beliefs of the students and their views on STEM education, International Online Journal of Educational Sciences, 10(5), 165-182.
  • Wade-Shepherd, A. A. (2016). The effect of middle school STEM Curriculum on science and math achievement scores [Doctoral dissertation]. Union University.
  • Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940-962. https://doi.org/10.1080/10409289.2020.1814986
  • Wang, L. H., Chen, B., Hwang, G. J., Guan, J. Q., & Wang, Y. Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis. International Journal of STEM Education, 9(1), 1-13. https://doi.org/10.1186/s40594-022-00344-0
  • Wannapiroon, P., Nilsook, P., Techakosit, S., & Kamkhuntod, S. (2021). STEM Literacy of Students in Vocational Education. International Journal of Technology in Education and Science (IJTES), 5(4), 527-549. https://doi.org/10.46328/ijtes.253
  • Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education, 16(1), 26-35.
  • Wosu, S. N. (2013, June). Impact of academic performance improvement (API) skills on math and science achievement gains. Proceeding of American Society for Engineering Education (ASEE) Annual Conference & Exposition Washington DC, U.S.A. American Society for Engineering Education.
  • Yager, R. E., & Brunkhorst, H. (2014). Exemplary STEM Programs: Designs for Success. Virginia NSTA Press, National Science Teachers Association.
  • Yamak, H., Bulut, N., & Dündar, S. (2014). 5. Sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi [The ımpact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science]. Gazi University Journal of Gazi Education Faculty, 34(2), 249-265.
Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Mustafa Tevfik Hebebci 0000-0002-2337-5345

Ertuğrul Usta 0000-0001-6112-9965

Yayımlanma Tarihi 1 Kasım 2022
Kabul Tarihi 19 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 6

Kaynak Göster

APA Hebebci, M. T., & Usta, E. (2022). The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions. Participatory Educational Research, 9(6), 358-379. https://doi.org/10.17275/per.22.143.9.6

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