The effect of STEM education on 21th century skills: Preservice science teachers’ evaluations

Yıl 2021, Cilt: 4 Sayı: 2, 140 - 167, 30.07.2021

Yasemin Hacıoğlu

Öz

The aim of this study is to examine the opinions of the teachers, who participated in STEM education, about the contribution of this education on the development of their 21st-century skills. Purposeful sampling was used in this qualitative study, which was conducted as a phenomenology study. In this study, 24 pre-service science teachers for 14 weeks trained STEM activities. The data of the research was collected with a questionnaire with open-ended questions and by conducting semi-structured interviews with a preservice science teacher from each group and analyzed contently and descriptively in terms of 21st century learning environments. Preservice science teachers declared that STEM education developed their learning and innovation skills. Finally, it was ascertained that the STEM education provided to the development of the 21st-century skills of preservice science teachers.

Anahtar Kelimeler

21st century skills, STEM education, preservice science teachers

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

STEM Eğitiminin 21. yy. becerilerine etkisi: Fen Bilgisi Öğretmenliği Adayı Değerlendirmeleri

Öz

The aim of this study is to examine the opinions of the teachers, who participated in STEM education, about the contribution of this education on the development of their 21st-century skills. Purposeful sampling was used in this qualitative study, which was conducted as a phenomenology study. In this study, 24 pre-service science teachers for 14 weeks trained STEM activities. The data of the research was collected with a questionnaire with open-ended questions and by conducting semi-structured interviews with a preservice science teacher from each group and analyzed contently and descriptively in terms of 21st century learning environments. Preservice science teachers declared that STEM education developed their learning and innovation skills. Finally, it was ascertained that the STEM education provided to the development of the 21st-century skills of preservice science teachers.

Anahtar Kelimeler

21. yy becerileri, STEM eğitimi, Fen bilgisi öğretmen adayları

Proje Numarası

-

Kaynakça

• 1. Abdullah, N., Halim, L., & Zakaria, E., (2014). VStops: A Thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 165-174.
• 2. Accelerating Strategies for Practical Innovation and Research in Economic Strengthening [ASPIRES] (2013). Young people’s science and career aspirations, age 10 –14. London: Department of Education & Professional Studies of King’s College London. Retrieved from https://www.kcl.ac.uk/ecs/research/aspires/aspires-final-report-december-2013.pdf
• 3. Alberta Education (2007). Primary programs framework-curriculum integration: Making connections. Retrieved from https://education.alberta.ca/media/656618/curr.pdf
• 4. American Association fort he Advancement of Science [AAAS] (1990). Project 2061- science for all Americans. Retrieved from http://www.project2061.org/publications/sfaa/default.htm?nav
• 5. Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers (No. 41). doi:10.1787/218525261154.
• 6. Anderson, R. (2008). Implications of the information and knowledge society for education. In J. Voogt, & G. Knezek, (Eds.), International handbook of information technology in primary and secondary education (pp.5-22). NewYork: Springer.
• 7. Assesment and Teaching of 21 Century Skills [ATCS] Project (2010). Assessment & Teaching of 21st Century Skills Status Report as of January 2010. Retrieved from https://www.cisco.com/c/dam/en_us/about/citizenship/socio-economic/docs/ATC21S_Exec_Summary.pdf
• 8. Author (2017). Author Author Author Author Author Author Author Author Author Author
• 9. Baran, E., Bilici, S.C., Mesutoglu, C. & Ocak, C. (2016). Moving STEM beyond schools: students’ perceptions about an out-ofschool stem education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
• 10. Beane, J. (1991). The middle school: The natural home of integrated curriculum. Educational Leadership, 49(2), 9-13.
• 11. Bender W. N. (2015). 20 strategies for STEM instructions. Blairsville, PA: Learning Sciences International.
• 12. Bishop, A. E. (2015). Career aspirations of high school males and females in a science, technology, engineering, and mathematics program (Doctoral dissertation). University of Maryland.
• 13. Bozkurt Altan, E. & Hacıoğlu, Y. (2018). Investigation of problem statement developed by science teachers to perform STEM focused activities in their courses. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(2), 487-507. ISSN: 1307-6086.
• 14. Bozkurt, E. (2014). The effect of engineering design-based science education on science process and decision-making skills of preservice science techars (Unpublished doktoral dissertation). Gazi University Educational Science Institution, Ankara.
• 15. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369-387. 16. Burns, T. & Sinfield, S. (2004). Teaching, learning and study skills: A guide for tutors. London: Sage.
• 17. Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science. Wasington, DC: American Association for the Advancement of Science (AAAS).
• 18. Chien, C. Y., & Hui, A. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49-60.
• 19. Çorlu, M. S., Capraro,R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74-85.
• 20. Çorlu, M. S. (2017). STEM: Integarted Teacher Framwork. In M. S. Çorlu, E. Çallı(Eds), STEM teory and practices (1-10). Ankara: Pusula.
• 21. Cotabish, A., Dailey, D. Robinson, A., & Hunghes, G., (2013). The Effects of a STEM intervention on elementary students' science knowledge and skills. School Science and Mathematics, 113(5), 215-226.
• 22. Crane, T., Wilson, J., Maurizio, A., Bealkowski, S., Bruett, K. & Couch, J. (2003). Learning for 21th century: A report and mile for 21th century skills. Retrieved from https://files.eric.ed.gov/fulltext/ED480035.pdf
• 23. Crismond, D. P. (2011). Scaffolding strategies for integrating engineering design and scientific inquiry. In M. Barak & M. Hacker (Eds.), Fostering Human Development Through Engineering and Technology Education (pp. 235-255). Rotterdam: Sense.
• 24. Deveci, İ. & Çepni, S. (2014). Entrepreneurship in Science Teacher Education. Journal of Turkish Science Education, 11(2),161-188.
• 25. Ekici, G., Abide, F., Canbolat, Y. & Öztürk, A. (2017). Analysis of resources on 21st century skills. Journal of Research in Education and Teaching, 6(1), 124-134.
• 26. Evancho, R. S. (2000). Critical thinking skills and dispositions of the undergraduate baccalaureate nursing student (Unpublished master's thesis). Southem Connecticut State University, Connecticut
• 27. Felix, A. (2016). Design based science and higher order thinking (Doctoral dissertation). Virginia Polytechnic Institute and State University, Virginia.
• 28. Fisch, K., & McLeod, S. (2009). Did You Know? 3.0. Retrieved from www.youtube.com/watch?v=PHmwZ96_Gos.
• 29. Forman, E.H. & Selly, M. A. (2001). Decision by objectives- how to convince others that you are right. Retrieved from http://professorforman.com/DecisionByObjectives/DBO.pdf
• 30. Fortus, D. (2003). Design-based science and the transfer of science knowledge and real-world problem-solving skills (Doctoral dissertation). University of Michigan, Ann Arbor. 31. 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.
• 32. Fortus, D., Krajcik, J.S., Dershimer, R.C., Marx R., & Mamlok-Naaman R. (2005) Design-based science and real world problem-solving. International Journal of Science Education, 27(7), 855–879.
• 33. Gallant, D. (2011). Science, technology, engineering, and mathematics (STEM) education. Science, Technology, Engineering, And Mathematics (STEM) Education. Retrieved from https://www.mheonline.com/mhmymath/pdf/stem_education.pdf
• 34. 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.
• 35. Gordon, J., Halsz, G., Krawczyk, M., Leney, T., Micahel, A., Pepper, D., Putkiewicz,E. & Wiśniewski, J. (2009). Key competences in Europe. Opening doors for lifelong learners across the school curriculum and teacher education. Warsaw: Center for Social and Economic Research on behalf of CASE Network. Retrieved from http://ec.europa.eu/education/more-information/moreinformation139_en.htm
• 36. Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271–279.
• 37. Hagay, G., & Baram–Tsabari, A. (2015). A strategy for incorporating students’ interests into the high school science classroom. Journal of Research in Science Teaching, 52(7),949-978. doi:10.1002/tea.21228.
• 38. Harrel, P. (2010). Teaching an integrated science curriculum: Linking teacher knowledge and teaching assignments. Teacher Education, 19 (1), 145-165.
• 39. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
• 40. Heaverlo, C. (2011). STEM development: A study of 6th-12th grade girls' interest and confidence in mathematics and science (Doctoral dissertation). Iowa State University, Lowa.
• 41. 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. ASEE/IEEE Frontiers in Education Conference, Milw.
• 42. Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn complex systems. The Journal of the learning Sciences, 9(3), 247-298.
• 43. Huitt, W. (1999). The SCANS report revisited. Paper delivered at the Fifth Annual Gulf South Business and Vocational Education Conference, Valdosta State University, Valdosta, GA. Retrieved from http://www.edpsycinteractive.org/papersscanspap.html
• 44. Kim, D.H., Ko, D.G., Han, M.J., & Hong, S.H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
• 45. Kim, G.S., & Choi, S.Y., (2012). The effect of Creative problem solving ability and scientific attitude through the science based STEAM program in the elementary gifted students. Elementary Science Education, 31(2), 216-226.
• 46. Kolodner, J. (2002). Learning by designTM: Iterations of design challenges for better learning of science skills. Cognitive Studies, 9(3), 338-350.
• 47. Kolodner, J. L., Crismond, D., Gray, J., Holbrook, J. & Puntambekar, S. (1998). Learning by Design from Theory to Practice. Atlanta, GA: EduTech Institute and College of Computing Georgia Institute of Technology. Retrieved from http://www.cc.gatech.edu/projects/lbd/htmlpubs/lbdtheorytoprac.html
• 48. 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, New Castle.
• 49. Kwon, S.B., Nam, D.S., & Lee, T.W. (2012). The Effects of STEAM-based integrated subject study on elementary school students’ creative personality. The Korea Society of Computer and Information, 17(2), 79-86.
• 50. Lai, E. R., & Viering, M. (2012). Assessing 21st century skills: Integrating research findings. Vancouver, B.C.: National Council on Measurement in Education. Retrieved from http://images.pearsonassessments.com/images/tmrs/Assessing_21st_Century_Skills_NC
• 51. Leonard, M. J. (2004). Toward epistemologically authentic engineering design activities in the science classroom. Vancouver, B.C.: National Association for Research in Science Teaching.
• 52. Levy, F., & Mundane, R.J. (2006). How computerized work and globalization shape human skill demands. Harvard: MIT, Department of Urban Studies and Planning & Harvard University, Graduate School of Education.
• 53. Lewis, T. (2006). Design and inquiry: Bases for an accommodation between science and technology education in the curriculum? Journal of Research in Science Teaching, 43(3), 255-281.
• 54. Mazman, S. G. & Koçak Usluel, Y. (2011). ICT Integratıon into learnıng- teaching process: Models and indicator. Educational Technology Theory and Practice, 1(1), 62-79.
• 55. 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(5), 71-85.
• 56. Melvin, L. (2011). How to keep good teachers and principals: practical solutions to today's classroom problems. Washington DC: Rowman &Littlefield Education.
• 57. Mentzer, N. (2011). High school engineering and technology education integration through design challenges. Journal of STEM Teacher Education, 48(2), 103-136.
• 58. Meyrick, K. M. (2011). How STEM education improves student learning. Meridian K-12 School Computer Technologies Journal, 14(1), 1-5.
• 59. Ministry of Education of Turkey (2018). Science Course Curriculum. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20BİLİMLERİ%20ÖĞRETİM%20PROGRAMI2018.pdf.
• 60. Minton, D. (2005). Teaching skills in further and adult education (Third Edition). USA: Thomson Learning Education.
• 61. Myers, A. & Berkowicz, J. (2015). The STEM shift: aguide for school leaders. Thousand Oaks, CA: Corwin Press.
• 62. National Academy of Engineering [NAE] & National Research Council [NRC]. (2009). Engineering in K-12 education understanding the status and improving the prospects. Washington DC: The National Academic Press.
• 63. National Center Education Statistics [NCES]. (2002). Technology in Schools Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Education. Washington DC: 20006–5651.
• 64. National Research Council [NRC]. (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
• 65. Palfrey, J. & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books.
• 66. Panprueksa, (2012). Development of science instructional model emphasizing contextual approach to enhance analytical thinking and application of knowledge for lower secondary school students (Doktoral dissertation). Srinakharinwirot University, Bangkok.
• 67. Park, K., & Lee, H. (2014). Elementary students’ perceived images of engineers. Journal of Korean Earth Science Society, 35(5), 375-384.
• 68. Park, M., Nam, Y., Moore, T.J., & Roehring, G. (2011). The Impact of integrating engineering into science learning on student’s conceptual understandings of the concept of heat transfer. Journal of the Korean Society of Earth Science Education, 4(2), 89-101.
• 69. Partnership for 21st Century Skills [p21]. (2015). Partnership for 21th century learning. Retrieved from http://www.p21.org/
• 70. Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958.
• 71. Robinson, S. K. (2011). Out Of Our Minds, Learning To Be Creative. North Mankato: Capstone Press.
• 72. Roth W. M. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38(7), 768–790.
• 73. Silk E. M., & Schunn C. D. (2008). The impact of an engineering design curriculum on science reasoning in an urban setting, Journal of Science Education and Technology, 41(10), 1081-1110.
• 74. Slavin, R. E. (Ed.) (2014). Science, Technology, Engineering & Mathematics (STEM). Thousand Oaks, CA: Corwin Press.
• 75. Smith, J., & Karr-Kidwell, P. J. (2000). The interdisciplinary curriculum: A literary review and a manual for administrators and teachers. Retrieved from http://files.eric.ed.gov/fulltext/ED443172.pdf
• 76. Spencer, M. E. (2011). Engineering perspectives of grade 7 students in Canada (Master Thesis). Queen‟s University Kingston, Ontario, Canada.
• 77. Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45(3), 373–394.
• 78. Tennant, M., McMullen, C., & Kaczynski, D. (2009). Teaching, learning and research in higher education: A critical approach. London: Routledge.
• 79. The Secretary's Commission on Achieving Necessary Skills [SCANS]. (1991). What work requires of schools: A SCANS report for America 2000. Washington, D.C.: US Department of Labor.
• 80. Trier, J. (2002). Exploring the concept of ‘habitus’ with pre-service teachers through the use of popular school films. Interchange: A Quarterly Review of Education, 33(3), 237–260.
• 81. Ulupınar, S. (1997). The effect of nursing education on students' problem-solving skills (Doctoral dissertation). Istanbul University Healty Science Institute. Istanbul.
• 82. Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11-30.
• 83. Voogt, J. (2008). IT and curriculum processes: Dilemmas and challenges. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp.117-132). NewYork: Springer.
• 84. Voogt, J. & Roblin, N. P. (2010). 21st century skills. Retrieved from http://opite.pbworks.com/w/file/fetch/61995295/White%20Paper%2021stCS_Final_ENG_def2.pdf.
• 85. Wagner, T. (2008). The global achievement gaps. New York: Basic.
• 86. Walterman, A. S. (2005). When effort is enjoyed: Two studies of intrinsic motivation for personally salient activities. Motivation and Emotion, 29(3), 165-188.
• 87. Wayne Long, A. (2012). Heightening interest in STEM through a mentoring project between undergraduate and middle school students (Master’s Thesis). Youngstown State Unıversity, Ohio.
• 88. Wendell, K. B. (2008). The theoretical and empirical basis for design-based science instruction for children (Qualifying Paper). Medford, MA: Tufts University.
• 89. World Economic Forum [WEF]. (2015). New vision for education: Unlocking the potential of technology. Cenevre: World Economic Forum. Retrieved from http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report