STEM (Science, Technology, Engineering and Mathematics), one of the mostly emphasized concepts in the world, is a paradigm that creates interdisciplinary learning and provides achievement of the outcomes of science, mathematics, engineering and technology while doing this. This research was carried out to investigate the STEM fields' placement of the top thousand students placed in science and mathematics fields in universities, the Student Selection and Placement Center (ÖSYM) university placement data as a basis. This is a quantitative research and descriptive analysis techniques have been used. In the study, which has examined university placement of 17135 students, it was determined that as the students' interest in STEM fields decreased between the years 2000-2014, the interest in faculties of medicine increased, that there is a major difference between male and female students in favor of the males, that the students were placed mostly in engineering departments among STEM fields and that placement in education faculties and fundamental sciences was rather low.
The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), self-efficacy beliefs, Web 2.0 applications.
Abstract
This research has been conducted to evaluate the effects of Integrated STEM education on academic achievement, reflective thinking skills towards problem solving, and permanence in learning in science education. This study, which used pre-test-post-test and semi-experimental model with permanence test, control group as a research model, was conducted with 44 students attending to the 6th grade of a public school in 2015-2016 academic year in the "force and motion", "light and sound", "matter and heat" and "electrical conduction" units. Working groups of the study consisted of the Control group with constructivist teaching and the experimental group with integrated STEM education. Academic achievement test, reflective thinking scale towards problem solving were applied to determine the students' academic achievement, reflective thinking skills towards problem solving and their effects on permanence of integrated STEM education. In SPSS 24 package program, analysis of quantitative data was performed t-Test and Mann Whitney U test. In conclusion, it has been seen that integrated STEM education does not significantly increase success, reflective thinking skills towards problem solving and their effects on permanence according to constructivist teaching. However, it has become clear that integrated STEM education provides positive contributions to academic achievement.
Keywords: Integrated STEM education, science education, academic achievement, problem solving, reflective thinking skills
This research has been conducted to evaluate the effects of Integrated STEM education on academic achievement, reflective thinking skills towards problem solving, and permanence in learning in science education. This study, which used pre-test-post-test and semi-experimental model with permanence test, control group as a research model, was conducted with 44 students attending to the 6th grade of a public school in 2015-2016 academic year in the "force and motion", "light and sound", "matter and heat" and "electrical conduction" units. Working groups of the study consisted of the Control group with constructivist teaching and the experimental group with integrated STEM education. Academic achievement test, reflective thinking scale towards problem solving were applied to determine the students' academic achievement, reflective thinking skills towards problem solving and their effects on permanence of integrated STEM education. In SPSS 24 package program, analysis of quantitative data was performed t-Test and Mann Whitney U test. In conclusion, it has been seen that integrated STEM education does not significantly increase success, reflective thinking skills towards problem solving and their effects on permanence according to constructivist teaching. However, it has become clear that integrated STEM education provides positive contributions to academic achievement.Keywords: Integrated STEM education, science education, academic achievement, problem solving, reflective thinking skills
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