Okul Öncesi Dönemde Mühendislik Uygulamaları: Öğretmen Görüşleri Üzerine Bir İnceleme

Öz

Bu araştırma okul öncesi öğretmenlerinin okul öncesi dönemde mühendislik uygulamalarına yönelik görüşlerini incelemek amacıyla yapılmıştır. Araştırma nitel araştırma yöntemlerinden fenomenolojik nitel araştırma deseni ile gerçekleştirilmiştir. Veriler 20 okul öncesi öğretmeninden toplanmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmış ve elde edilen veriler tümevarımcı tematik analiz yöntemi ile analiz edilmiştir. Yapılan analizler sonucunda bulgular “STEM alanı ile ilgili bulgular” ve “mühendislik alanı ile ilgili bulgular” olmak üzere iki ana tema altında toplanmıştır. STEM alanı ile ilgili bulgular öğretmenlerin STEM uygulamalarına yönelik olumlu tutum içerisinde olduğunu ancak bu alanda kendilerini yeterli hissetmediklerini, STEM alanlarına dengeli bir şekilde yer vermediklerini göstermiştir. Mühendislik alanı ile ilgili bulgular ise öğretmenlerin mühendislik uygulamalarına yönelik olumlu tutum içerisinde olduklarını ancak bilgilerinin ve uygulamalarının sınırlı olduğunu göstermiştir. Uygulamaların sınırlı olma nedenlerinin fiziki donanımın yetersizliği ve uygulamaları öğretmenlerin müfredata nasıl entegre edeceğini bilememe olduğu belirlenmiştir. Öğretmenlerin mühendislik uygulamalarının yaygınlaştırılmasını önemli gördükleri ve destekledikleri ancak bunun için kurumsal desteğin önemli olduğunu vurguladıkları görülmüştür. Elde edilen bulgular ve sonuçlar ilgili literatür ışığında tartışılmıştır.

Anahtar Kelimeler

• Okul öncesi
• mühendislik uygulamaları
• STEM

Destekleyen Kurum

Hiçbir maddi destek alınmamıştır.

Etik Beyan

Bu çalışmada insan katılımcılar üzerinde yapılan tüm işlemler 1975 Helsinki Bildirgesi etik standartlarına uygun olarak yürütülmüş ve Atatürk Üniversitesi Etik Kurulu tarafından onaylanmıştır (28.04.2025-No:05/06).

Engineering Practices in Preschool: An Investigation of Teachers' Perspectives

Öz

This study examined preschool teachers' perspectives on engineering practices in the preschool period. The research was employed a phenomenological qualitative research design, a type of qualitative research method. Data were collected from 20 preschool teachers. A semi-structured interview form, consisting of nine questions developed based on expert opinions, was used as the data collection tool. The data were analyzed using inductive thematic analysis. As a result of the analyses, the findings were clustered under two main themes: "Findings related to the STEM field" and "Findings related to the engineering field." Findings related to the STEM field indicated that teachers held positive attitudes toward STEM practices. However, they lacked self-efficacy in this area and did not incorporate STEM domains in a balanced manner. Findings regarding the engineering field showed that teachers had positive attitudes toward engineering practices, but their knowledge and classroom implementation were limited. The limited use of engineering practices was attributed to inadequate physical equipment and teachers' lack of understanding of how to integrate them into the curriculum. Teachers viewed the dissemination of engineering practices as important and supported them but emphasised the need for institutional support. The findings were discussed considering the relevant literature.

Anahtar Kelimeler

• Preschool education
• engineering
• STEM

Destekleyen Kurum

No financial support has been received.

Etik Beyan

All procedures in this study involving human participants were conducted in accordance with the ethical standards of the 1975 Declaration of Helsinki and were approved by the Ataturk University ethics committee (28.04.2025-No:05/06).

Kaynakça

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