Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates' Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills

Yıl 2023, , 150 - 173, 29.04.2023

Hasan Temel

https://doi.org/10.19171/uefad.1147025

Öz

This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

Anahtar Kelimeler

Attitude scale, Competence perception scale, Mathematics education, STEM education, 21st-century skills

İlköğretim Matematik Öğretmen Adaylarının STEM Eğitimine Yönelik Tutumları ile 21. Yüzyıl Becerileri Yeterlilik Algıları Arasındaki İlişkinin İncelenmesi

Öz

Bu çalışmada ilköğretim matematik öğretmen adaylarının STEM (FeTeMM) eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Nicel araştırma yöntemlerinden ilişkisel tarama modelinin kullanıldığı çalışmanın örneklemi, 71 ilköğretim matematik öğretmen adayından oluşmaktadır. Çalışmanın verileri, “STEM (Fen-Teknoloji-Mühendislik–Matematik) Eğitimi Tutum Ölçeği” ve “Öğretmen Adaylarına Yönelik 21. Yüzyıl Becerileri Yeterlilik Algıları Ölçeği” olmak üzere iki ölçme aracı ile elde edilmiştir. Çalışmada ilköğretim matematik öğretmen adaylarının STEM eğitimine yönelik tutumları ve 21. Yüzyıl becerileri yeterlilik algıları arasında sınıf düzeyi cinsiyete ve genel not ortalamalarına göre anlamlı farklılığın olup olmadığı ve STEM eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasında anlamlı bir ilişki olup olmadığı incelenmiştir. Yapılan analizler sonucunda ilköğretim matematik öğretmen adaylarının sınıf düzeylerine göre STEM eğitimine yönelik tutumlarında anlamlı bir farklılığın olmadığı sonucuna ulaşılmıştır. 21. Yüzyıl becerileri yeterlilik algılarında ise sınıf düzeylerine göre anlamlı farklılığın olduğu belirlenmiştir. Cinsiyete göre hem STEM eğitimine yönelik tutumlarda hem de 21. Yüzyıl becerileri yeterlilik algılarında anlamlı farklılığın olmadığı ortaya konulmuştur. Öğretmen adaylarının genel not ortalamalarına göre hem STEM eğitimine yönelik tutumlarında hem de 21. Yüzyıl becerilerine yönelik yeterlilik algılarında bir farklılığın olmadığı görülmüştür. STEM eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasında anlamlı bir ilişkinin olmadığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

Tutum ölçeği, Yeterlilik algısı ölçeği, Matematik eğitimi, STEM (FeTeMM) eğitimi, 21. Yüzyıl becerileri

Kaynakça

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