The scientific and technological developments in today's world require countries to raise entrepreneurial, productive, critical, problem-solving, and entrepreneurial individuals. Therefore, STEM (Science, Technology, Engineering, and Mathematics) education has gained importance today. STEM education is defined as an approach that takes an interdisciplinary relationship and takes a holistic approach to science, technology, engineering, and mathematics. STEM education includes the activities that will increase the students' interest and orientations towards science, technology, engineering, and mathematics fields using the skills that should be possessed today. The aim of this study was to examine the STEM awareness and entrepreneurship levels of pre-service science teachers. The sample of the study consisted of 93 female and 20 male students studying in the Science Education Department at Afyon Kocatepe University. As a quantitative research type, survey method was used in this study. "STEM Awareness Scale" (SAS) developed by Buyruk and Korkmaz (2016) and "Entrepreneurship Scale for Teacher Candidates" developed by Deveci and Cepni (2015) were used as data collection tools. As a result of analyses, it was seen that science teachers' attitudes towards STEM education were positive. Females' STEM awareness was significantly higher than males' in both positive and negative sub-factors. STEM awareness of the first grade students was significantly lower than the other classes in the positive sub-factor, and significant differences were found between the first grade and second grade, and the second grade and the fourth grade in the negative sub-factor. There were no significant differences of entrepreneurship levels in terms of gender. Also, the entrepreneurship characteristics of the second grade were significantly higher than the other grade levels.
Technology literacy can be defined as the whole of the intellectual process, competence and order that individuals need to understand about the relationship between technology and themselves and society. An individual with technology literacy can question technological processes and innovations critically. The aim of this research is to examine the views of the pre-service classroom teachers about technology literacy. The participants of the study are 160 pre-service classroom teachers attending Afyon Kocatepe University. Of them eighty were third grade students and the remaining eighty were fourth grade students. The data of the study were collected through the administration of a survey questionnaire with six open-ended items which was developed by the authors. The data obtained were analysed using the descriptive statistics. The findings are given in tables and discussed. The findings indicate that most of the participants actively use technology and that they often tend to use it in the courses. The participants reported that they could use technological devices more in the courses of social studies, science and life sciences. It is emphasized that the correct use of technological tools can lead to desirable results, but the incorrect use of technological devices may produce undesirable results and that technology should be used consciously.
The aim of this research is to determine metaphors of 4th grade students about some of the organs which they come across in science courses. The research's sample consisted of a total of 215 students (108 girls and 107 boys) whom are 4th grade student and studies at Afyonkarahisar city center. In order to determine students' ideas about organs in circulatory and respiratory systems, according to expert opinions a data collection tool which had 7 questions has been developed and has been used. The data collection tool contains concepts which have been taught in science courses. Concepts have been chosen by considering Ministry of Education's primary school Science courses' units and limitations. Tool has been used after a pre study which has carried out with a group of 30 students. In order to define students' ideas about organs, it is asked to all of the students to complete sentences like "Hearth looks like …….., because ……", "Blood looks like …….., because ………". The students were asked to write their thoughts by concentrating on the organs which were on the questionnaire page. Students' answers were the main source of this research. As a result of this research, it can be observed that students use a lot of metaphors about organs. Students formed metaphors about organs' shapes, dimensions and actions. Also metaphors about organs functions and colors were also determined. The developed metaphors were generally concrete and positive.
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