<p>Researchers must present a philosophical rationale to conceptualize and operationalize the mixed research method. This study aims to examine to what extent 27 studies published in the last five years reflect the characteristics of pragmatism. We identified these studies using the PRISMA model and analyzed the abstracts, keywords, and introductions of the studies with content analysis. We concluded that researchers need to make more efforts to reflect the philosophical perspective in the abstract and introduction. We propose a framework for researchers using the mixed research method to use the features of pragmatism. We believe that the relevant framework will contribute to mixed methods research.</p>
<p>Researchers must present a philosophical rationale to conceptualize and operationalize the mixed research method. This study aims to examine to what extent 27 studies published in the last five years reflect the characteristics of pragmatism. We identified these studies using the PRISMA model and analyzed the abstracts, keywords, and introductions of the studies with content analysis. We concluded that researchers need to make more efforts to reflect the philosophical perspective in the abstract and introduction. We propose a framework for researchers using the mixed research method to use the features of pragmatism. We believe that the relevant framework will contribute to mixed methods research.</p>
The aim of this study is to examine the views of ninth grade students about 5E-based STEM learning strategies in the atomic and periodic system unit. The research was carried out with phenomenology which is one of the qualitative research designs. Purposive sampling was used and eight students participated in the study. The data was collected through a semi-structured interview at the end of the intervention and analyzed by content analysis. Based on findings, students emphasized that 5E-based STEM learning strategies promote their meaningful learning. Although the participants mentioned that 5E-based STEM learning strategies had advantages in terms of meaningful learning, they thought that this strategy could not be implemented efficiently due to the difficulties they experienced during the 5E-based STEM learning strategies as the incompatibility with the university entrance examination system. It was recommended that student-centered teaching methods should be utilized and students should be active in their learning process in order to overcome these difficulties.
In STEMNET's report, 76% of 500 teachers interviewed stated that joining the STEM Club increased students' ability to solve real-world problems. This study aims to develop a valid and reliable measurement tool for evaluating STEM clubs. The research sample consisting of 149 teachers who carry out STEM club activities in schools in Turkey was determined using the purposive sampling method. Content and construct validity and reliability analyses have been performed for this purpose. To ensure content validity, (1) a pool of questions based on the literature was created, (2) draft scale items were determined, (3) an expert was allowed to check them, and (4)item difficulty and discrimination index were calculated. To ensure construct validity, (1) exploratory factor analyses (EFA) and (2) confirmatory factor analyses (CFA) were performed on both the same and different samples. As a result of the analyses, having the same data set be analyzed with different software was sufficient for verifying the factor structure. A three-factor structure consisting of 29 items was obtained, which explains 52% of the variance. Cronbach’s alpha of reliability for the overall scale was calculated as .92. As a result, a valid and reliable scale was determined to have been developed for researchers and program practitioners to evaluate STEM clubs. Suggestions have been made that the scale can be used on STEM clubs at the provincial, district, and school levels to determine their efficiency and productivity.
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