Matematik ve Fen Bilimleri Öğretmenlerinin STEM Eğitimine Yönelik Tutumlarının Çeşitli Değişkenler Bağlamında İncelenmesi

Yıl 2022, Cilt: 6 Sayı: 1, 77 - 98, 30.06.2022

Kaan Demirkol Büşra Kartal Adem Taşdemir

Öz

Öğrencilerin problem çözme ve üst düzey düşünme becerilerini geliştirme, STEM mesleklerine yönelik ilgilerini ve STEM disiplinlerindeki başarılarını arttırma gibi STEM eğitimi hedeflerine ulaşılması için öğretmenlerin yeterli bilgi, güçlü inanç ve olumlu tutumlara sahip olmaları beklenmektedir. Tutumlar, STEM gibi yeni ve yenilikçi yaklaşımları sınıflarında kullanıp kullanmayacaklarını etkileyen en önemli faktörler arasındadır. Bu çalışmada, matematik ve fen bilimleri öğretmenlerinin STEM eğitimine yönelik tutumları betimlenmiş ve cinsiyet, branş ve mesleki deneyim değişkenlerine göre farklılaşıp farklılaşmadığı incelenmiştir. Araştırmaya 160 öğretmen katılmıştır ve veriler “STEM Tutum Ölçeği” kullanılarak toplanmıştır. Veriler betimsel ve ilişkisel analizler kullanılarak analiz edilmiştir. Betimsel analiz sonuçları katılımcıların STEM etkinliklerine yönelik olumlu tutumlara sahip olduklarını ancak ders planlamaya yönelik tutumlarının kararsızım düzeyinde olduğunu göstermiştir. MANOVA testi ile cinsiyet, branş ve mesleki deneyim bağımsız değişkenlerine göre STEM tutumlarının farklılıkları incelenmiş ve yalnızca cinsiyetin tek başına tutumlardaki varyansın %13’ünü temsil ettiği sonucuna ulaşılmıştır. Ayrıca cinsiyet*branş ve cinsiyet*mesleki deneyim değişkenlerinde anlamlı farklılıklar olduğu görülmüştür. 11-15 yıl mesleki deneyime sahip kadın öğretmenler haricindeki kadın öğretmenlerin ders planlamaya yönelik tutum ortalamaları erkek öğretmenlerin ortalamalarından daha düşüktü. Kadın matematik öğretmenleri ve erkek fen bilimleri öğretmenleri ise STEM etkinliklerine yönelik en yüksek tutum ortalamasına sahipti. Öğretmenlerin ders planlamaya yönelik tutumlarının geliştirilmesi için profesyonel gelişim programlarının tasarlanması önerilmiştir.

Anahtar Kelimeler

STEM eğitimi, Tutum, Matematik öğretmenleri, Fen bilimleri öğretmenleri, Cinsiyet, Mesleki deneyim

The Investigation of Mathematics and Science Teachers’ Attitudes Towards STEM Education regarding Multiple Variables

Öz

Teachers should possess sufficient knowledge, strong beliefs, and positive attitudes regarding STEM education to achieve STEM education goals. These goals include developing students' problem-solving and high-level thinking skills, increasing their interest in STEM careers, and success in STEM disciplines. Attitudes are among the most important factors influencing whether teachers will use new and innovative approaches such as STEM in their classrooms. In this study, mathematics and science teachers' attitudes towards STEM education were described, and it was examined whether the attitudes differed based on their gender, major subject, and teaching experience. One hundred sixty teachers participated in the study, and the data were collected using the "STEM Attitude Scale." Data were analyzed using descriptive and relational analysis. The descriptive analysis results showed that the participants had positive attitudes towards STEM activities, but their attitudes towards lesson planning were at the level of undecided. With the MANOVA test, the differences in STEM attitudes were examined according to the independent variables of gender, the major subject, and teaching experience, and it was concluded that only gender alone represented 13% of the variance in the attitudes. In addition, it was observed that there were significant differences regarding gender*major subject and gender*teaching experience. Except for the female teachers with 11-15 years of teaching experience, the mean scores of the female teachers’ attitudes towards lesson planning were lower than the male teachers. Female mathematics teachers and male science teachers had the highest mean scores of attitudes towards STEM activities. It has been suggested to design professional development programs to improve teachers' attitudes towards lesson planning.

Anahtar Kelimeler

STEM education, Attitudes, mathematics teachers, Science teachers, Gender, Teaching experience

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