Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

Abstract

The aim of this study is to determine effects of the Project-Based (PBL) STEM (Science Technology, Engineering Mathematics) education on academic achievements and career interests of vocational high school students. Pretest-posttest design, one group of pre-trial model, was used in the study. The participants of the research consisted of 18 students in eleventh-grade at the furniture department of vocational high school. Quantitative data collection tools were used to gather the data for the study. “STEM Achievement Test” and “STEM Career Interest Scale” were applied to the students as pretest and posttest. The data obtained from the achievement test and carrier interest test were analyzed by using non-parametric Wilcoxon signed-rank test with SPSS 16.0 software. It was found at the end of the study that, students improved significantly their academic achievement in the furniture design course and developed career interests in a positive direction.

The Impact of Teaching the Subject “Pressure” with STEM Approach on the Academic Achievements of the Secondary School 7th Grade Students and Their Attitudes Towards STEM

“…Oluşturulan temalar doğrudan alıntılarla desteklenmiştir. Alanyazın incelendiğinde, bu çalışmanın sonuçları ile tutarlı bir biçimde STEM eğitiminin akademik başarı üzerinde olumlu bir etkiye sahip olduğunu gösteren çalışmalara rastlanmaktadır (Ceylan ve Özdilek, 2015;Cotabish vd., 2013;Çevik, 2018;León vd., 2015;Owen ve Çapan, 2017;Toma ve Greca, 2018;Yıldırım ve Selvi, 2017). Han, Capraro ve Capraro (2015) tarafından matematik dersi kapsamında yürütülen proje tabanlı STEM eğitiminin, öğrencilerin başarı düzeylerinde artış sağladığı ve başarı düzeylerinde meydana gelen bu artışın özellikle performans düzeyi zayıf öğrencilerde gözlemlendiği belirtilmiştir.…”

Effect of the Stem Activities Related to Work-Energy Topics on Academic Achievement and Prospective Teachers' Opinions on Stem Activities

“…Studies by Guzey, Moore, Harwell and Moreno (2016) and Yildirim and Selvi (2017) both have concluded that STEM in science courses increased the academic achievement of 7th grade students. Similarly, Cevik (2018) has reported that STEM on the socio-economic significance of sustainable energy sources had a positive effect on academic achievement. Ince, Misir, Kupeli and Firat (2018) have found that, regarding crust mystery topic and group problem-solving skills, academic achievement was statistically significantly higher for a group involved in STEM approach-based activities compared to traditional teaching group.…”

“…In recent years, STEM education research has increased considerably in the literature. Some studies have researched the effects of STEM education on student learning (Acar, Tertemiz & Tasdemir, 2018;Aydin-Gunbatar, Tarkin-Celikkiran, Kutucu & Ekiz-Kiran, 2018;Cevik, 2018;Guzey, Moore, Harwell & Moreno, 2016;Guven, Selvi & Benzer, 2018;Ince, Misir, Kupeli & Firat, 2018;Riskowski, Todd, Wee, Dark & Harbor, 2009;Sarican & Akgunduz, 2018;Yildirim & Selvi, 2017). Other studies have examined the teachers and prospective teachers' opinions about STEM education (Altan & Ucuncuoglu, 2018;Aydin-Gunbatar et al 2018;Campbell, Lee, Kwon, & Park, 2012;Guder & Gurbuz, 2018;Kizilay, 2016;Ozbilen, 2018;Park, Byun, Sim, Han, & Baek, 2016;Thomas, 2014;Ugras, 2017;Ugras & Genc, 2018;Wang, 2012;Yildirim & Turk, 2018).…”

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

“…Bu anlamlı düzeydeki etki son test lehine ve yüksek düzeyde olduğu ortaya çıkmıştır. Araştırmada ulaşılan bu sonuç alanyazında rapor edilen birçok çalışma ile de örtüşmektedir (Bybee, 2010;Ceylan ve Özdilek, 2015;Çevik, 2018;Lou, Tsai, Tseng ve Shih 2014;Means, Wang, Young, Peters ve Lynch, 2016;Rabitoy, Hoffman ve Person, 2015;Yamak, Bulut ve Dündar, 2014).…”