Bir Bilim Kampının 8. Sınıf Öğrencilerinin STEM Başarılarına, Fen Motivasyonlarına ve Üstbilişsel Farkındalıklarına Etkisinin İncelenmesi

Çevik, Mustafa; Abdioğlu, Cihat

doi:10.15869/itobiad.477163

Cited by 5 publications

(2 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a study supporting the results, Judson (2014) found a significant difference in terms of academic achievement between the STEMapplied experimental group and the non-applied control group as a result of the experimental and control group research on students' academic achievement of STEM applications. Çevik and Abdioğlu (2018) examined the effect of a science camp on 8thgrade students' STEM achievement, science motivation and metacognitive awareness.…”

Section: Resultsmentioning

confidence: 99%

“…Today, economic developments and technological changes have changed the characteristics and competencies expected of people in the 21st-century competitive world (Çevik & Abdioğlu, 2018). These qualifications are the skills of being firm against the problems, studying inter-disciplinary, having improved communication skills, creative and problem-solving skills, which is the most significant factor in education.…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Investigation of the Effect of Montessori Approach-based STEM Activities on the Problem-solving Skills of Pre-service Preschool Teachers

Çakir¹,

Yalçın²

2021

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

This research was conducted to determine whether there is any effect of the Montessori approachbased STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 teacher candidates studying at the Faculty of Education Preschool Teaching Department in the 2017-2018 academic year. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. In the study, quantitative data were collected using the "Problem Solving Scale", and qualitative data were collected using the "Semi-Structured Interview Form". The interview form is quantitative and consists of 10 open-ended questions in total. This form was applied only to 15 volunteers at the end of the study. For 14 weeks, candidates were given Montessori approachbased STEM training. In the findings obtained as a result of the research; it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results also supported the quantitative results. With these findings, it was concluded that the activities developed the problemsolving skills of individuals and produced solutions to the problem from different perspectives.

show abstract

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

The Investigation of the Effect of Montessori Approach-based STEM Activities on the Problem-solving Skills of Pre-service Preschool Teachers

Çakir¹,

Yalçın²

2021

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

show abstract

FeTeMM Eğitiminin Akademik Başarıya Etkisini İnceleyen Çalışmaların Meta-Analizi

Ayverdi¹,

Aydın

2020

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

View full text Add to dashboard Cite

STEM approach is an integrated approach based on co-teaching of science, technology, engineering, and mathematics. The aim of this study is to synthesize the effect of STEM approach on academic achievement and compare the effect size obtained in these studies according to the level of education (primary, secondary, high school, and university), their status of the domestic and foreign study. Meta-analysis method was used the study.In this study, 38 studies in which investigated the effect of STEM education on academic achievement between the years 2012-2018. Their effect size range between -0.107 and 10.567 In the studies examined in the study, it was determined that the effect size of the studies carried out at the primary school level is small and the studies conducted with the primary school group are mostly carried out abroad. Although it was observed that both small and large effect size was encountered in the studies at the secondary and high school level, the medium effect size was limited and university level studies have medium and large effect size. Since the number of studies carried out in our country is limited, especially in primary school level, studies in this level of education may contribute to the literature.

show abstract

The Effects of Out-of-School Learning Environments on STEM Education: Teachers’ STEM Awareness and 21st-Century Skills

ÇEVİK,

BAKİOĞLU,

TEMİZ

2024

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

This study was carried out within the scope of a nature education and science camp project. It aimed to investigate the effects of STEM activities conducted in out-of-school environments on teachers’ STEM awareness and 21st-century skills. The research was designed according to the explanatory sequential pattern of the mixed method, and the quantitative and qualitative methods are the continuation of each other. Twenty-three science, elementary math, technology, and design teachers who worked at public middle schools participated in a six-day program that integrated STEM subjects with out-of-school learning. Seven different STEM-integrated out-of-school activities were implemented for six days in one of the central Anatolian regions in Turkey. STEM awareness and 21st-century skills scales were implemented in the study for data collection. A semi-structured interview was also conducted with teachers. The aim was for the teachers who participated in the project to integrate out-of-school and STEM education and then transfer this newly gained knowledge to their students. Both quantitative and qualitative findings support that teacher’s acquisition of knowledge and skills throughout the science camp would support their students’ craft, analytical thinking, motivation, problem-solving skills, and self-esteem. As such, out-of-learning environments should be used more in both STEM and 21st-century skills education.

show abstract

Bir Bilim Kampının 8. Sınıf Öğrencilerinin STEM Başarılarına, Fen Motivasyonlarına ve Üstbilişsel Farkındalıklarına Etkisinin İncelenmesi

Abstract: Bu makale, en az iki hakem tarafından incelenmiş ve intihal içermediği teyit edilmiştir. / This article has been reviewed by at least two referees and scanned via a plagiarism software.

Cited by 5 publications

References 34 publications

The Investigation of the Effect of Montessori Approach-based STEM Activities on the Problem-solving Skills of Pre-service Preschool Teachers

The Investigation of the Effect of Montessori Approach-based STEM Activities on the Problem-solving Skills of Pre-service Preschool Teachers

FeTeMM Eğitiminin Akademik Başarıya Etkisini İnceleyen Çalışmaların Meta-Analizi

The Effects of Out-of-School Learning Environments on STEM Education: Teachers’ STEM Awareness and 21st-Century Skills

Contact Info

Product

Resources

About