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Niçin STEM Eğitimi?: Ortaokul 5. Sınıf Öğrencilerinin STEM Alanlarındaki Kariyer Tercihlerinin İncelenmesi

Yıl 2018, Cilt 1, Sayı 1, 1 - 23, 12.06.2018

Öz

STEM eğitiminin uzun vadeli amaçlarından biri, öğrencilerin STEM alanlarında kariyer sahibi olabilmeleridir. Okullarımızdaki mevcut durumun betimlenmesi açısından, öğrencilerin STEM meslekleri ile ilgili düşüncelerinin ele alınması gerekmektedir. Bu araştırmada ortaokul 5. sınıf öğrencilerinin STEM alanlarındaki mesleklerle ilgili tercihlerinin ve bunların nedenlerinin incelenmesi amaçlanmıştır. Tarama modelindeki araştırmada 2015-2016 eğitim-öğretim yılında İstanbul’daki bir ortaokulda öğrenim gören 56 kız, 51 erkek toplamda 107 öğrenciye açık uçlu sorular yöneltilmiş ve bunları yazılı olarak cevaplandırmaları istenmiştir. “Gelecekte fen (teknoloji, mühendislik, matematik) alanında meslek sahibi olmak ister misiniz? Niçin?” sorularına verdikleri cevaplar betimsel olarak analiz edilmiştir. Fen ve matematik alanındaki mesleklerle ilgili bulgular, kız ve erkek öğrencilerin çoğunun bu alanlardaki meslekleri istediklerini göstermiştir. Teknoloji alanındaki mesleklerle ilgili bulgular; kız öğrencilerin çoğunun teknoloji alanında meslek istemediğini, erkeklerin ise çoğunun istediklerini göstermiştir. Mühendislik alanıyla ilgili bulgulara gelindiğinde ise, hem kız hem de erkek öğrencilerin çoğunun mühendislik alanında bir kariyer sahibi olmak istemedikleri görülmüştür. STEM eğitimi ile öğrencilerin başta mühendislik olmak üzere diğer alanlara yönelik kariyer düşüncelerinin olumlu yönde geliştirilebileceği düşünülmektedir.

Kaynakça

  • Akgündüz, D. (2016). A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics, Science & Technology Education, 12(5), 1365-1377.
  • Altay Köse, T. & Yangın, S . (2015). İlkokul ve ortaokul öğrencilerinin bilimsel kariyer ilgileri. Recep Tayyip Erdoğan Üniversitesi Sosyal Bilimler Dergisi, 1(1), 45-66.Anderson, L. & Gilbride, K. (2007). The future of engineering: A study of the gender bias. McGill Journal of Education, 42(1), 103-117.Aschbacher, P. R., Ing, M. & Tsai, S. M. (2014). Is science me? Exploring middle school students’ STEM career aspirations. Journal of Science Education and Technology, 23, 735-743.ASPIRES (2013). Young people’s science and career aspirations, age 10 –14. London: King’s College London. Erişim adresi: https://www.kcl.ac.uk/sspp/departments/education/research/aspires/ASPIRES-final-report-December-2013.pdf Ayar, M. C. (2015). First-hand experience with engineering design and career interest in engineering: An informal STEM education case study. Educational Sciences: Theory & Practice, 15(6), 1655-1675.
  • Aydın, G. Saka, M. & Guzey, S. (2017). 4 - 8. sınıf öğrencilerinin fen, teknoloji, mühendislik, matematik (STEM=FETEMM) tutumlarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2),787-802.
  • Balçın, M. D. & Ergün, A. (2017). Ortaokul öğrencilerinin mühendislik algılarının belirlenmesi. 1. Uluslar Arası Sınırsız Eğitim ve Araştırma Sempozyumu (USEAS 2017) Tam Metin Bildiri Kitabı, s. 153-164.Baran, E., Canbazoğlu Bilici, S., Mesutoğlu, C. & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
  • Bilen, K. & Büyükcengiz, M. (2017). Ortaokul öğrencilerinin FeTeMM algıları ve FeTeMM ile ilgili meslek tercihi eğilimleri. 1. Uluslararası Sınırsız Eğitim ve Araştırma Sempozyumu (USEAS 2017) Özet Kitabı, Alanya/Antalya, s.74Bishop, A. E. (2015). Career aspirations of high school males and females in a science, technology, engineering, and mathematics program. Doctoral dissertation. University of Maryland.
  • Camcı Erdoğan, S. (2013). Üstün zekâlı ve yetenekli öğrencilerin bilim insanlarına yönelik algıları. Türk Üstün Zekâ ve Eğitim Dergisi, 3(1), 13-37.
  • Cohen, C., Patterson, D., Kovarik, D. N. & Chowning, J. T. (2013). Fostering STEM career awareness: emerging opportunities for teachers. Washington State Kappan, 7(1), 12-17.Erişim adresi: http://www.pdkwa.org/downloads/PDK-WAStateKappan_2013_Summer.pdf Cohn J. (2009). Kids today. Engineer tomorrow. IEEE International Solid-State Circuits Conference Digest of Technical papers, (pp. 29-35). Erişim adresi: http://anothersample.net/kidstoday-engineers-tomorrow
  • Creswell J. W. (2014). Araştırma deseni: nitel, nicel ve karma yöntem yaklaşımları (4. Baskıdan çeviri). (S. B. Demir Çev. Ed). Ankara: Eğiten Kitap.
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M. & Hazari, Z. (2012) Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B, 2(1), 63-79, DOI: 10.1080/21548455.2011.629455
  • Degenhart, S. H., Wingenbach, G. J., Dooley, K. E., Lindner, J. R., Mowen, D. L. & Johnson, L. (2007). Middle school students’ attitudes toward pursuing careers in science, technology, engineering, and math. NACTA Journal, 51(1), 52-59.
  • Ercan, S. (2014). Fen eğitiminde mühendislik uygulamalarının kullanımı: Tasarım temelli fen eğitimi. Yayımlanmamış doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Feller, R. (2011). Advancing the STEM workforce through STEM-centric career development. Technology and Engineering Teacher, 71(1), 6-12.
  • Gibbons, S. J., Hirsch, L. S. Kimmel, H. Rockland, R. & Bloom, J. (2004). Middle school students' attitudes to and knowledge about engineering. International Conference on Engineering Education, Gainesville, Florida.
  • Gülhan, F. & Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin kavramsal anlamalarına ve mesleklerle ilgili görüşlerine etkisi. Eğitim Bilimlerinde Nitelikler ve Yenilik Arayışı (Edt: Demirel, Ö. ve Dinçer, S.), Pegem Yayıncılık, 283-302. http://dx.doi.org/10.14527/9786053183563b2.019.
  • Hayden, K., Ouyang, Y., Scinski, L., Olszewski, B., & Bielefeldt, T. (2011). Increasing student interest and attitudes in STEM: Professional development and activities to engage and inspire learners. Contemporary Issues in Technology and Teacher Education, 11(1). Erişim adresi: http://www.citejournal.org/vol11/iss1/science/article1.cfm
  • Hirsch, L., Capinelli, J., Kimmel, H. Rockland, R. & Bloom, J. (2007). The differential effect of pre-engineering curricula on middle school students’ attitudes to and knowledge of engineering careers, 37. ASEE/IEEE Frontiers in Education Conference, Milwaukee, WI. Erişim adresi: https://www.researchgate.net/publication/4305413
  • Holman, J. S. & Finegold, P. (2010). STEM careers review. London: Report to the Gatsby charitable foundation. Erişim adresi: http://www.suffolkebp.co.uk/js/plugins/filemanager/files/STEMCareersReview.pdf
  • Hossain, M. M. & Robinson, M. G. (2012). How to motivate US students to pursue STEM (Science, Technology, Engineering and Mathematics) careers. US-China Education Review A 4, 442-451.
  • Huang, C. F., Shih, C. S., Chen, G. J. & Liu, C. J. (2015). The relationship between drawing stereotypic images and female students’ science learning motivation. US-China Education Review B, 5(10), 665-672.
  • Knezek, G., Christensen, R., & Tyler-Wood, T. (2011). Contrasting perceptions of STEM content and careers. Contemporary Issues in Technology and Teacher Education, 11(1), 92-117.
  • Knight, M. & Cunningham, C. M. (2004). Draw an engineer test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering. Proceedings of the 2004 ASEE annual conference and exposition, Salt Lake City, Utah.
  • Korkut-Owen, F. & Mutlu, T. (2016). Türkiye’de fen bilimleri, teknoloji, matematik alanlarının seçiminde cinsiyetler arası farklılıklar. Yaşadıkça Eğitim, 30(2), 53-72.
  • Kutch, M. (2011). Integrating science and mathematics instruction in a middle school STEM Course: The impact on attitudes, career aspirations and academic achievement in science and mathematics. Doctoral thesis. Wilmington University. (UMI No. 3456933).
  • Lam, P., Doverspike, D., Zhao, J., Zhe, J., & Menzemer, C. (2008). An evaluation of a STEM program for middle school students on learning disability related ieps. Journal of STEM education, 9(1&2), 21–29.
  • Mau, W. C. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51(3), 234-243.Moakler, M. & Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 62, 128-143.
  • Mooney, M. A. & Laubach, T. A. (2002). Adventure engineering: A design centered, inquiry based approach to middle grade science and mathematics education. Journal of Engineering Education, 91(3), 309-318.
  • Mutlu, T. & Korkut Owen, F. (2017). Sosyal bilişsel kariyer kuramı açısından bilim, teknoloji, mühendislik ve matematik alanlarındaki kadınlar. Elektronik Sosyal Bilimler Dergisi, 16(60), 87-103.
  • OECD (2017). Education at a glance 2017: OECD indicators, OECD Publishing, Paris. Erişim adresi: http://dx.doi.org/10.1787/eag-2017-en
  • Oware, E., Capobianco, B. & Diefes-Dux, H. (2007, June). Gifted students’ perceptions of engineers? A study of students in a summer outreach program. Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. Erişim adresi: https://peer.asee.org/2656
  • Park, K. & Lee, H. (2014). Elementary students’ perceived images of engineers. Journal of Korean Earth Science Society, 35(5), 375-384.
  • Reiss, M. J. & Mujtaba, T. (2017) Should we embed careers education in STEM lessons?, The Curriculum Journal, 28(1), 137-150.
  • Sadler, P. M., Sonnert, G., Hazari, Z. & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411-427.
  • Spencer, M. E. (2011). Engineering perspectives of grade 7 students in Canada. Master thesis. Queen‟s University Kingston, Ontario, Canada.
  • Şahin, A., Gülacar, Ö. & Stuessy, C. (2015). High school students’ perceptions of the effects of international science olympiad on their STEM career aspirations and twenty-first century skill development. Research in Science Education, 45, 785-805.
  • TÜSİAD. (2014). STEM alanında eğitim almış işgücüne yönelik talep ve beklentiler araştırması. Erişim adresi: http://www.tusiad.org.tr/__rsc/shared/file/STEM-ipsos-rapor.pdf
  • TÜSİAD & PwC (2017). 2023’e doğru Türkiye’de STEM gereksinimi. Erişim adresi: http://www.tusiadstem.org/images/raporlar/2017/STEM-Raporu-V7.pdf Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121.
  • Wang, M. T. & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304-340.
  • Wyss, V. L., Heulskamp, D. & Siebert, C. J. (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental Science Education, 7(4), 501-522.
  • Yerdelen, S. Kahraman, N. & Taş, Y. (2016). Low socioeconomic status students' STEM career interest in relation to gender, grade level, and STEM attitude. Journal of Turkish Science Education. 13(Special Issue), 59-74.
  • Yıldırım A. & Şimşek H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık.
  • Zhe, J., Doverspike, D., Zhao, J., Lam, P., & Menzemer, C. (2010). High-school bridge program: A multidisciplinary STEM research program. Journal of STEM Education, 11(1&2), 61-68.

Why STEM Education?: Investigation of Middle School 5th Grade Students' Career Choices in STEM Fields

Yıl 2018, Cilt 1, Sayı 1, 1 - 23, 12.06.2018

Öz

In this research, it was aimed to investigate of middle school 5th grade students' career choices in STEM fields and their causes. In this survey research, a total of 107 students, 56 girls and 51 boys who were studying in a middle school in Istanbul in the academic year of 2015-2016, were asked open-ended questions, and they were requested to answer them in writing. “In the future, would you like to have a career in science (technology, engineering, mathematics) field? Why?”, the answers that they gave to these questions were analyzed descriptively. Findings related to professions in the science and math fields showed that most of the girl and boy students want a career in these fields. Findings related to careers in the field of technology showed that most of the girl students do not want a career in the field of technology, while most of the boy students want. When it comes to the findings in the field of engineering, it has been seen that the majority of both girl and boy students do not want to have a career in engineering.

Kaynakça

  • Akgündüz, D. (2016). A research about the placement of the top thousand students in STEM fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics, Science & Technology Education, 12(5), 1365-1377.
  • Altay Köse, T. & Yangın, S . (2015). İlkokul ve ortaokul öğrencilerinin bilimsel kariyer ilgileri. Recep Tayyip Erdoğan Üniversitesi Sosyal Bilimler Dergisi, 1(1), 45-66.Anderson, L. & Gilbride, K. (2007). The future of engineering: A study of the gender bias. McGill Journal of Education, 42(1), 103-117.Aschbacher, P. R., Ing, M. & Tsai, S. M. (2014). Is science me? Exploring middle school students’ STEM career aspirations. Journal of Science Education and Technology, 23, 735-743.ASPIRES (2013). Young people’s science and career aspirations, age 10 –14. London: King’s College London. Erişim adresi: https://www.kcl.ac.uk/sspp/departments/education/research/aspires/ASPIRES-final-report-December-2013.pdf Ayar, M. C. (2015). First-hand experience with engineering design and career interest in engineering: An informal STEM education case study. Educational Sciences: Theory & Practice, 15(6), 1655-1675.
  • Aydın, G. Saka, M. & Guzey, S. (2017). 4 - 8. sınıf öğrencilerinin fen, teknoloji, mühendislik, matematik (STEM=FETEMM) tutumlarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2),787-802.
  • Balçın, M. D. & Ergün, A. (2017). Ortaokul öğrencilerinin mühendislik algılarının belirlenmesi. 1. Uluslar Arası Sınırsız Eğitim ve Araştırma Sempozyumu (USEAS 2017) Tam Metin Bildiri Kitabı, s. 153-164.Baran, E., Canbazoğlu Bilici, S., Mesutoğlu, C. & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
  • Bilen, K. & Büyükcengiz, M. (2017). Ortaokul öğrencilerinin FeTeMM algıları ve FeTeMM ile ilgili meslek tercihi eğilimleri. 1. Uluslararası Sınırsız Eğitim ve Araştırma Sempozyumu (USEAS 2017) Özet Kitabı, Alanya/Antalya, s.74Bishop, A. E. (2015). Career aspirations of high school males and females in a science, technology, engineering, and mathematics program. Doctoral dissertation. University of Maryland.
  • Camcı Erdoğan, S. (2013). Üstün zekâlı ve yetenekli öğrencilerin bilim insanlarına yönelik algıları. Türk Üstün Zekâ ve Eğitim Dergisi, 3(1), 13-37.
  • Cohen, C., Patterson, D., Kovarik, D. N. & Chowning, J. T. (2013). Fostering STEM career awareness: emerging opportunities for teachers. Washington State Kappan, 7(1), 12-17.Erişim adresi: http://www.pdkwa.org/downloads/PDK-WAStateKappan_2013_Summer.pdf Cohn J. (2009). Kids today. Engineer tomorrow. IEEE International Solid-State Circuits Conference Digest of Technical papers, (pp. 29-35). Erişim adresi: http://anothersample.net/kidstoday-engineers-tomorrow
  • Creswell J. W. (2014). Araştırma deseni: nitel, nicel ve karma yöntem yaklaşımları (4. Baskıdan çeviri). (S. B. Demir Çev. Ed). Ankara: Eğiten Kitap.
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M. & Hazari, Z. (2012) Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B, 2(1), 63-79, DOI: 10.1080/21548455.2011.629455
  • Degenhart, S. H., Wingenbach, G. J., Dooley, K. E., Lindner, J. R., Mowen, D. L. & Johnson, L. (2007). Middle school students’ attitudes toward pursuing careers in science, technology, engineering, and math. NACTA Journal, 51(1), 52-59.
  • Ercan, S. (2014). Fen eğitiminde mühendislik uygulamalarının kullanımı: Tasarım temelli fen eğitimi. Yayımlanmamış doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Feller, R. (2011). Advancing the STEM workforce through STEM-centric career development. Technology and Engineering Teacher, 71(1), 6-12.
  • Gibbons, S. J., Hirsch, L. S. Kimmel, H. Rockland, R. & Bloom, J. (2004). Middle school students' attitudes to and knowledge about engineering. International Conference on Engineering Education, Gainesville, Florida.
  • Gülhan, F. & Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin kavramsal anlamalarına ve mesleklerle ilgili görüşlerine etkisi. Eğitim Bilimlerinde Nitelikler ve Yenilik Arayışı (Edt: Demirel, Ö. ve Dinçer, S.), Pegem Yayıncılık, 283-302. http://dx.doi.org/10.14527/9786053183563b2.019.
  • Hayden, K., Ouyang, Y., Scinski, L., Olszewski, B., & Bielefeldt, T. (2011). Increasing student interest and attitudes in STEM: Professional development and activities to engage and inspire learners. Contemporary Issues in Technology and Teacher Education, 11(1). Erişim adresi: http://www.citejournal.org/vol11/iss1/science/article1.cfm
  • Hirsch, L., Capinelli, J., Kimmel, H. Rockland, R. & Bloom, J. (2007). The differential effect of pre-engineering curricula on middle school students’ attitudes to and knowledge of engineering careers, 37. ASEE/IEEE Frontiers in Education Conference, Milwaukee, WI. Erişim adresi: https://www.researchgate.net/publication/4305413
  • Holman, J. S. & Finegold, P. (2010). STEM careers review. London: Report to the Gatsby charitable foundation. Erişim adresi: http://www.suffolkebp.co.uk/js/plugins/filemanager/files/STEMCareersReview.pdf
  • Hossain, M. M. & Robinson, M. G. (2012). How to motivate US students to pursue STEM (Science, Technology, Engineering and Mathematics) careers. US-China Education Review A 4, 442-451.
  • Huang, C. F., Shih, C. S., Chen, G. J. & Liu, C. J. (2015). The relationship between drawing stereotypic images and female students’ science learning motivation. US-China Education Review B, 5(10), 665-672.
  • Knezek, G., Christensen, R., & Tyler-Wood, T. (2011). Contrasting perceptions of STEM content and careers. Contemporary Issues in Technology and Teacher Education, 11(1), 92-117.
  • Knight, M. & Cunningham, C. M. (2004). Draw an engineer test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering. Proceedings of the 2004 ASEE annual conference and exposition, Salt Lake City, Utah.
  • Korkut-Owen, F. & Mutlu, T. (2016). Türkiye’de fen bilimleri, teknoloji, matematik alanlarının seçiminde cinsiyetler arası farklılıklar. Yaşadıkça Eğitim, 30(2), 53-72.
  • Kutch, M. (2011). Integrating science and mathematics instruction in a middle school STEM Course: The impact on attitudes, career aspirations and academic achievement in science and mathematics. Doctoral thesis. Wilmington University. (UMI No. 3456933).
  • Lam, P., Doverspike, D., Zhao, J., Zhe, J., & Menzemer, C. (2008). An evaluation of a STEM program for middle school students on learning disability related ieps. Journal of STEM education, 9(1&2), 21–29.
  • Mau, W. C. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51(3), 234-243.Moakler, M. & Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 62, 128-143.
  • Mooney, M. A. & Laubach, T. A. (2002). Adventure engineering: A design centered, inquiry based approach to middle grade science and mathematics education. Journal of Engineering Education, 91(3), 309-318.
  • Mutlu, T. & Korkut Owen, F. (2017). Sosyal bilişsel kariyer kuramı açısından bilim, teknoloji, mühendislik ve matematik alanlarındaki kadınlar. Elektronik Sosyal Bilimler Dergisi, 16(60), 87-103.
  • OECD (2017). Education at a glance 2017: OECD indicators, OECD Publishing, Paris. Erişim adresi: http://dx.doi.org/10.1787/eag-2017-en
  • Oware, E., Capobianco, B. & Diefes-Dux, H. (2007, June). Gifted students’ perceptions of engineers? A study of students in a summer outreach program. Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. Erişim adresi: https://peer.asee.org/2656
  • Park, K. & Lee, H. (2014). Elementary students’ perceived images of engineers. Journal of Korean Earth Science Society, 35(5), 375-384.
  • Reiss, M. J. & Mujtaba, T. (2017) Should we embed careers education in STEM lessons?, The Curriculum Journal, 28(1), 137-150.
  • Sadler, P. M., Sonnert, G., Hazari, Z. & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411-427.
  • Spencer, M. E. (2011). Engineering perspectives of grade 7 students in Canada. Master thesis. Queen‟s University Kingston, Ontario, Canada.
  • Şahin, A., Gülacar, Ö. & Stuessy, C. (2015). High school students’ perceptions of the effects of international science olympiad on their STEM career aspirations and twenty-first century skill development. Research in Science Education, 45, 785-805.
  • TÜSİAD. (2014). STEM alanında eğitim almış işgücüne yönelik talep ve beklentiler araştırması. Erişim adresi: http://www.tusiad.org.tr/__rsc/shared/file/STEM-ipsos-rapor.pdf
  • TÜSİAD & PwC (2017). 2023’e doğru Türkiye’de STEM gereksinimi. Erişim adresi: http://www.tusiadstem.org/images/raporlar/2017/STEM-Raporu-V7.pdf Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121.
  • Wang, M. T. & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304-340.
  • Wyss, V. L., Heulskamp, D. & Siebert, C. J. (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental Science Education, 7(4), 501-522.
  • Yerdelen, S. Kahraman, N. & Taş, Y. (2016). Low socioeconomic status students' STEM career interest in relation to gender, grade level, and STEM attitude. Journal of Turkish Science Education. 13(Special Issue), 59-74.
  • Yıldırım A. & Şimşek H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık.
  • Zhe, J., Doverspike, D., Zhao, J., Lam, P., & Menzemer, C. (2010). High-school bridge program: A multidisciplinary STEM research program. Journal of STEM Education, 11(1&2), 61-68.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Bilimsel Disiplinler
Yayınlanma Tarihi OCAK 2018
Bölüm Makaleler
Yazarlar

Filiz GÜLHAN Bu kişi benim (Sorumlu Yazar)
MİLLİ EĞİTİM BAKANLIĞI
Türkiye


Fatma ŞAHİN>
MARMARA ÜNİVERSİTESİ
0000-0002-6291-0013
Türkiye

Yayımlanma Tarihi 12 Haziran 2018
Başvuru Tarihi 17 Mayıs 2018
Kabul Tarihi 30 Mayıs 2018
Yayınlandığı Sayı Yıl 2018, Cilt 1, Sayı 1

Kaynak Göster

APA Gülhan, F. & Şahin, F. (2018). Niçin STEM Eğitimi?: Ortaokul 5. Sınıf Öğrencilerinin STEM Alanlarındaki Kariyer Tercihlerinin İncelenmesi . Journal of STEAM Education , 1 (1) , 1-23 . Retrieved from https://dergipark.org.tr/tr/pub/steam/issue/37516/424347