Araştırma Makalesi
The Effects of Design-Based Learning Applications on STEM Perceptions Development of Pre-Service Science Teachers
Öz
The aim of this study is to examine the effects of design-based learning applications on development of pre-service science teachers’ STEM perceptions.
The research, one group pretest-posttest-following test research design was used. Participants were 36 pre-service science teachers who enrolled to the Dede Korkut Faculty of Education at Kafkas University in 2017-2018 academic year spring semester. In the experimentation process, the pre-service science teachers studied about the design problems as group in the course of ‘Special Teaching Methods-I’. Data was gathered by ‘STEM Competence Scale’, ‘Assessment Form of STEM Domain Knowledge’, and ‘Interview Form’. Whereas the quantitative data was gathered through pretest, posttest and retention test, the qualitative data was gathered just after the experimentation process. One-way ANOVA for repeated measures was used to analyze the quantitative data and content analysis approach was used to analyze the qualitative data. The findings based on the quantitative data showed that design-based learning activities significantly enhanced pre-service science teachers’ STEM competencies, and domain knowledge related with STEM disciplines. Furthermore, the results obtained from the qualitative data revealed that design-based learning activities affected the pre-service science teachers’ STEM perceptions, expectations of STEM career, skill development and how to use a student’s learning.
Anahtar Kelimeler
Kaynakça
- Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013). Research skills and STEM undergraduate research students' aspirations for research careers: Mediating effects of research self‐efficacy. Journal of Research in Science Teaching, 50, 940–951. Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & vd. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Turkey: A provisional agenda or a necessity?] [White Paper]. İstanbul, Turkey: Aydın Üniversitesi. Retrieved from http://www.aydin.edu.tr/belgeler/IAUSTEM-Egitimi-Turkiye-Raporu2015.pdf Allendoerfer, C., Wilson, D., Kim, M. J., & Burpee, E. (2014). Mapping beliefs about teaching to patterns of instruction within science, technology, engineering, and mathematics. Teaching in Higher Education, 19(7), 758–771. Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88. Arslanhan, H. (2019). Tasarım temelli öğrenme uygulamalarının fen bilimleri öğretmen adaylarının STEM anlayışlarını geliştirmeye etkisi. (Yayımlanmamış yüksek lisans tezi). Kafkas Üniversitesi, Fen Bilimleri Enstitüsü, Kars. Avery, Z. K., & Reeve, E. M. (2013). Developing effective STEM professional development programs. Journal of Technology Education, 25(1), 55–69. Asunda, P. A., & Hill, R. B. (2007). Critical features of engineering design in technology education. Journal of Industrial Teacher Education, 44(1), 25–48. Awad, N., & Barak, M. (2018). Pre-service science teachers learn a science, technology, engineering and mathematics (STEM)-oriented program: The case of sound, waves and commication systems. EURASIA Jornal of Mathematics, Science and Technology Education, 14(4), 1431-1451. Ayaz, E. & Sarikaya, R. (2019). The effect of engineering design-based science teaching on the perceptions of classroom teacher candidates towards STEM disciplines. International Journal of Progressive Education, 15(3), 13-27. Aydın-Günbatar, S. A., Tarkın-Çelikkıran, A., Kutucu, E. S., & Ekiz-Kıran, B. (2018). The influence of a design-based elective stem course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views. Chemistry Education Research and Practice, 19(3), 954-972. doi: 10.1039/C8RP00128. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher's experience. European Early Childhood Education Research Journal, 23, 112–118. Bakirci, H., & Karisan, D. (2018). Investigating the preservice primary school, mathematics and science teachers' STEM awareness. Journal of Education and Training Studies, 6(1), 32-42. Bakırcı, H., & Kutlu, E. (2018). Fen bilimleri öğretmenlerinin FeTeMM yaklaşımı hakkındaki görüşlerinin belirlenmesi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 9(2), 367-389. Bartholomew, S. R., & Strimel, G. J. (2017). Factors influencing student success on open-ended design problems. International Journal of Technology and Design Education, 28(3), 753–770. Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26(1), 61–79. Bell, P., Lewenstein, B., Shouse, A., & Feder, M. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press. Berry, A, McLaughlin, P., & Cooper, G. (2019). Building STEM self-perception and capacity in pre-service science teachers through a school-university mentor program in Tasos Barkatsas. Nicky Carr and Grant Cooper (eds.), STEM Education: An Emerging Field of Inquiry. (pp. 190-207). Koninklijke Brill NV, Leiden, Netherlands. Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). 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Tasarım Temelli Öğrenme Uygulamalarının Fen Bilimleri Öğretmen Adaylarının STEM Anlayışlarını Geliştirmeye Etkisi
Öz
Bu araştırmanın amacı, tasarım temelli öğrenme uygulamalarının fen bilimleri öğretmen adaylarının STEM anlayışlarını geliştirmeye etkisini incelemektir. Araştırma, tek grup ön test-son test ve izleme testi deneysel araştırma deseninden oluşmaktadır. Araştırmanın örneklemini, 2017-2018 eğitim-öğretim yılı bahar döneminde Kafkas Üniversitesi Dede Korkut Eğitim Fakültesi Fen Bilgisi Öğretmenliği Programı 3. sınıfta öğrenim gören 36 öğretmen adayı oluşturmaktadır. Araştırmanın deneysel uygulaması, fen bilgisi öğretmen adaylarının lisans programı “Özel Öğretim Yöntemleri-I” dersinde gruplar halinde tasarım problemlerinin çözümü üzerinde çalışmalarını içermektedir. Araştırmanın verileri “STEM Yetkinlik Algısı Ölçeği”, “STEM Alanları Bilgisi Değerlendirme Formu” ve “Görüşme Formu” ile toplanmıştır. Araştırmanın nicel verileri ön test, son test ve izleme testi olarak tekrarlı ölçümler yoluyla, nitel veriler ise sadece deneysel uygulama sonrasında elde edilmiştir. Araştırmanın nicel verileri ilişkili örneklemler için tek faktörlü ANOVA testi kullanılarak analiz edilmiştir. Nitel veriler ise içerik analizi yoluyla çözümlenmiştir. Araştırmanın nicel verilerinden elde edilen bulgular, tasarım temelli öğrenme uygulamalarının fen bilgisi öğretmen adaylarının STEM yetkinliklerini ve STEM alanları bilgi düzeylerini geliştirmede önemli etkiye sahip olduğunu göstermiştir. Nitel verilerden elde edilen bulgular ise tasarım temelli öğrenmenin öğretmen adaylarının STEM eğitimi, STEM kariyer beklentileri, beceri gelişimi ve öğrenci öğrenmesinde nasıl kullanılması gerektiğine ilişkin anlayışlarını geliştirmeye önemli etkileri olduğunu ortaya koymuştur.
Anahtar Kelimeler
Kaynakça
- Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013). Research skills and STEM undergraduate research students' aspirations for research careers: Mediating effects of research self‐efficacy. Journal of Research in Science Teaching, 50, 940–951. Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & vd. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Turkey: A provisional agenda or a necessity?] [White Paper]. İstanbul, Turkey: Aydın Üniversitesi. Retrieved from http://www.aydin.edu.tr/belgeler/IAUSTEM-Egitimi-Turkiye-Raporu2015.pdf Allendoerfer, C., Wilson, D., Kim, M. J., & Burpee, E. (2014). Mapping beliefs about teaching to patterns of instruction within science, technology, engineering, and mathematics. Teaching in Higher Education, 19(7), 758–771. Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88. Arslanhan, H. (2019). Tasarım temelli öğrenme uygulamalarının fen bilimleri öğretmen adaylarının STEM anlayışlarını geliştirmeye etkisi. (Yayımlanmamış yüksek lisans tezi). Kafkas Üniversitesi, Fen Bilimleri Enstitüsü, Kars. Avery, Z. K., & Reeve, E. M. (2013). Developing effective STEM professional development programs. Journal of Technology Education, 25(1), 55–69. Asunda, P. A., & Hill, R. B. (2007). Critical features of engineering design in technology education. Journal of Industrial Teacher Education, 44(1), 25–48. Awad, N., & Barak, M. (2018). Pre-service science teachers learn a science, technology, engineering and mathematics (STEM)-oriented program: The case of sound, waves and commication systems. EURASIA Jornal of Mathematics, Science and Technology Education, 14(4), 1431-1451. Ayaz, E. & Sarikaya, R. (2019). The effect of engineering design-based science teaching on the perceptions of classroom teacher candidates towards STEM disciplines. International Journal of Progressive Education, 15(3), 13-27. Aydın-Günbatar, S. A., Tarkın-Çelikkıran, A., Kutucu, E. S., & Ekiz-Kıran, B. (2018). The influence of a design-based elective stem course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views. Chemistry Education Research and Practice, 19(3), 954-972. doi: 10.1039/C8RP00128. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher's experience. European Early Childhood Education Research Journal, 23, 112–118. Bakirci, H., & Karisan, D. (2018). Investigating the preservice primary school, mathematics and science teachers' STEM awareness. Journal of Education and Training Studies, 6(1), 32-42. Bakırcı, H., & Kutlu, E. (2018). Fen bilimleri öğretmenlerinin FeTeMM yaklaşımı hakkındaki görüşlerinin belirlenmesi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 9(2), 367-389. Bartholomew, S. R., & Strimel, G. J. (2017). Factors influencing student success on open-ended design problems. International Journal of Technology and Design Education, 28(3), 753–770. Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26(1), 61–79. Bell, P., Lewenstein, B., Shouse, A., & Feder, M. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press. Berry, A, McLaughlin, P., & Cooper, G. (2019). Building STEM self-perception and capacity in pre-service science teachers through a school-university mentor program in Tasos Barkatsas. Nicky Carr and Grant Cooper (eds.), STEM Education: An Emerging Field of Inquiry. (pp. 190-207). Koninklijke Brill NV, Leiden, Netherlands. Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). 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Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 25 Aralık 2020 |
| Yayımlandığı Sayı | Yıl 2020 |