5. Sınıf Öğrencilerinin Bilimsel Süreç Becerileri ile Fene Karşı Tutumlarına FeTeMM Etkinliklerinin Etkisi

Yamak, Havva; Bulut, Neslihan; Dündar, Sefa

doi:10.17152/gefd.15192

Cited by 129 publications

(115 citation statements)

References 7 publications

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“…For instance, Yamak, Bulut and Dundar (2014) reported that working with STEM-based activities helped middle school students improve their science process skills and attitudes towards science. In another study, pursued by Ercan (2014), at the end of a 7-week STEM implementation focusing on Force and Motion, 7 th grade students improved their knowledge about engineering, academic achievement in Force and Motion, and decision making skills.…”

Section: Stem Education Policy and Practicesmentioning

confidence: 99%

STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers

Akaygün¹,

Aslan-Tutak²

2016

IJEMST

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Article HistoryReceived: 2 August 2015 Science, technology, engineering, and mathematics (STEM) education has been an integral part of many countries' educational policies. In last decade, various practices have been implemented to make STEM areas valuable for 21st century generation. These actions require reconsideration of both pre-and in-service teacher education because those who touch students in and out of the class settings are the teachers. In this respect, this phenomenograhic study aimed to investigate how STEM conceptions of pre-service chemistry and mathematic teachers' (N=38) evolve as they work together through a STEM module, Collaboratively Learning to Teach STEM (CLT-STEM), depicted by the posters they prepared in groups before and after the implementation. The posters were analyzed with respect to two aspects; conceptions of STEM as a whole, and conceptions of each STEM area individually. For the conceptions of STEM, the codes emerged from data were used; whereas for the conceptions of each STEM area, definitions of these areas were referred. The results of the analyses revealed that the STEM conceptions of the majority of pre-service chemistry and mathematics teachers improved from a lower to a higher level of conception. In terms of the conception of each STEM areas individually, pre-service teachers refined their conception of each area by representing less detail, rather a more comprehensive and integrated view. Therefore, this study may encourage implementing STEM education in preservice science and mathematics teacher education.

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Section: Stem Education Policy and Practicesmentioning

confidence: 99%

STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers

Akaygün¹,

Aslan-Tutak²

2016

IJEMST

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“…For example, in a project funded by TUBITAK, 5th grade students (n = 20) used design-based methodology for STEM education, designed solar robots and kaleidoscopes, and created graphs with motion detectors. These activities helped develop positive attitudes towards science (Yamak, Bulut, & Dündar, 2014). In the engineer project students were encouraged to think like engineers by using simple and inexpensive materials (Çavaş, Bulut, Holbrook, & Rannikmae, 2013).…”

Section: Stem Projects and Education Programs In Turkeymentioning

confidence: 99%

“…The projects mainly aim at improving engineering knowledge and skills by using science concepts. For example, studies conducted in the Turkish context revealed that activities that stressed engineering design processes helped teachers and students improve engineering and science processes and skills (Bozkurt, 2014;Çavaş, Bulut, Holbrook, & Rannikmae, 2013;Ercan & Bozkurt, 2013;Yamak, Bulut, & Dündar, 2014).…”

Section: The Conceptualization Of Stem Education In the Turkish Contextmentioning

confidence: 99%

Moving STEM Beyond Schools: Students’ Perceptions About an Out-of-School STEM Education Program

Baran¹,

Bilici²,

Mesutoğlu³

et al. 2016

IJEMST

100

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Recent reports call for reformed education policies in Turkey in accordance with the need to develop students' knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of-school STEM education program for 6th grade students who come from disadvantaged areas in a large urban city in Turkey. The study investigated students' perceptions about the STEM activities implemented in the program. Forty 6th grade students (15 female) studying in public schools participated in the study. The data source used in this study was the activity evaluation forms completed by the students at the end of each activity. The evaluation forms were qualitatively analyzed to identify students' perceptions on the content and skills gained, the challenges and limitations faced and suggestions for improvement. The results present recommendations on the implementation of integrated out-of-school STEM education programs.

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“…Bu bağlamda ulusal ve uluslararası alanda yapılan çalışmalar incelenmiş ve ölçek için gerekli olan ifadeler tespit edilmiştir (Karaçalli ve Korur, 2014;Lou, vd. 2014;Robinson vd, 2014;Rabitoy, Hoffman ve Person, 2015;Ceylan ve Özdilek, 2015;Yamak, Bulut ve Dündar, 2014;Ceylan, 2014;Bennett, Lubben and Hogarth, 2007;Bybee, 2010;Irkıçatal, 2016, Yıldırım ve Altun, 2015Means vd 2016;Chang vd., 2015). Ölçek geliştirilirken temel olarak Buyruk ve Korkmaz, (2016), Siew, Amir ve Chong, (2015), Yıldırım ve Selvi (2015) ile Friday Enstitusü, (2012) tarafından geliştirilmiş ölçeklerden istifade edilmiştir.…”

Section: Veri Toplama Aracıunclassified

“…Dünyada bilim, teknoloji ve ekonomi alanlarında söz sahibi olma noktasında önemli bir eğitim yöntemi olarak görülen FeTeMM'in (Lacey ve Wright, 2009), özellikle son yıllarda Amerika Birleşik Devletleri tarafından üzerinde titizlikle durulmuş ve bu eğitimin sürdürülmesi konusundaki hassasiyete binaen çalışmalar büyük bir hız kazanmıştır. Özellikle alanyazın tarandığında FeTeMM disiplinlerinin bütüncül bir yaklaşımla ele alınmasının öğrencilerin ilgi, tutum, mesleki yönelim gibi özellikleri üzerinde olumlu yönde etkili olduğu sonucuna ulaşan çalışmalara rastlanmaktadır (Schmidt ve Kelter, 2017;Christensen ve Knezek, 2017;Yıldırım ve Selvi, 2017;Gülhan ve Şahin, 2016;Baran, Canbazoğlu Bilici, Mesutoğlu, 2015;Biçer vd, 2015;Gencer, 2015;Yamak, Bulut ve Dündar (2014), Guzey, Harwell ve Moore, 2014;Şahin, Ayar ve Adıgüzel, 2014;Fortus vd., 2004). FeTeMM alanlarına karşı ilgiyi oluşturmak ve geliştirmek, öğrencilerin gelecekte bu alanlarda işgücüne katılmaları açısından oldukça önem taşımaktadır (Knezek vd, 2013).…”

Section: Introductionunclassified

A study of STEM Awareness Scale development for high school teachers<p>Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması

Çevik

2017

HumanSciences

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The aim of this study is to develop a scale in order to identify science, technology, engineering and mathematics (STEM) awareness levels of teachers in science, technology, engineering and mathematics fields (mathematics, physics, chemistry, biology and information technology) in high schools. The research was conducted with 247 teachers working in high schools. 24 items were selected from the question pool created during the first phase of the study in line with expert opinions. Exploratory factor analysis (EFA) was conducted within the scope of validity studies. As the result of EFA, it was obtained that the scale consists of 3 sub-dimensions ("Effect to Students", "Effect to Lessons", "Effect to Teachers") a 15-item scale consisting. In the second phase of the study, the 3 sub-dimensions was confirmed as a result of confirmatory factor analysis (CFA) with Lisrel 8.80 program. Cronbach's Alpha reliability coefficient for the scale was .82; .81, .71 and .70 for each subdimension, respectively. In the third phase of the study, the test-retest method was applied, the standard deviation and mean of the scale were calculated as 0.52, 3.95 in the first application and 0.53, 3.91 in the second application. Pearson's correlation coefficient was found to be significant at r = 0.615 and p = .001 level. As a result of the study, a valid and

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5. Sınıf Öğrencilerinin Bilimsel Süreç Becerileri ile Fene Karşı Tutumlarına FeTeMM Etkinliklerinin Etkisi

Cited by 129 publications

References 7 publications

STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers

STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers

Moving STEM Beyond Schools: Students’ Perceptions About an Out-of-School STEM Education Program

A study of STEM Awareness Scale development for high school teachers<p>Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması

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