Interdisciplinary Mathematical Modeling Activities as a Transitional Tool for STEM Education: Teacher and Student Opinions

Abstract

In this study, it has been tried to determine in the direction of teacher and student opinions whether the Interdisciplinary Modeling Activities (DAMOE) can be used as a tool in transitioning to STEM (Science, Technology, Education, Mathematics) education which is one of the new educational approaches today. This study was conducted with 2 teachers and 7 seventh grade students in a central school in the East Anatolia of Turkey by using interview technique. In the scope of the study, firstly, semi-structured preliminary interviews were conducted with the teachers about the relationship between disciplines and daily life and about interdisciplinary relationship. Secondly, the three interdisciplinary modeling activities (DAMOE) including learning areas of Mathematics and Science and Technology disciplines were applied to the students under the guidance of teachers. After the implementation, teachers and students were subjected to semi-structured final interviews within the context of the applicability of these activities / problems in the curriculum and what benefits students will get from solving these activities. In the findings, it was determined that DAMOEs improved students' interdisciplinary skills, that they could change attitudes toward disciplines positively, and that DAMOEs should be included in the school curriculum.

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

“…The positive aspects of STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. Similarly, there are researches reporting positive prospective and experience teachers' opinions on STEM in the literature (Bakirci & Kutlu, 2018;Campbell et al, 2012;Guder & Gurbuz, 2018;Aydin-Gunbatar et al2018;Kizilay, 2016;Ozbilen, 2018;Park et al, 2016;Thomas, 2014;Ugras, 2017;Wang, 2012;Yildirim & Turk, 2018).…”

“…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). Another group of studies has analysed the effects of STEM education on different variables, such as attitude, conceptual understanding, scientific process skills, and self-efficacy (Cotabish, Dailey, Robinson, & Hughes, 2013;Gokbayrak & Karisan, 2017;Gulhan & Sahin, 2016;Kececi, Alan, & Zengin, 2017;Ozyurt, Kayiran, & Basaran, 2018;Yildirim & Sidekli, 2018).…”

Öğretmen Adaylarının FeTeMM Öğretim Yönelimlerinin Anabilim Dalına ve Sınıf Düzeyine Göre İncelenmesi

“…STEM education is an interdisciplinary approach that aims to teach science, technology, engineering and mathematics in an integrated way (Bybee, 2010;Çorlu, Capraro & Capraro, 2014;Güder & Gürbüz, 2018). The Ministry of National Education [MoNE] in Turkey has stated that STEM education is an interdisciplinary approach that should be include from the kindergarten (Ata-Aktürk, Demircan, Şenyurt, Çetin, 2017) to the university (Bakırcı & Karışan, 2018).…”

“…STEM education attracts many educators in national (Bakırcı & Karışan, 2018;Çorlu, Capraro & Capraro, 2014;Pekbay, 2017;Zengin, 2016) and international fields (Brown, 2012;Rinke, Gladstone-Brown, Kinlaw & Cappiello, 2016;Roehrig, Moore, Wang & Park, 2012) because of its significant contributions to students' analyzing, and solving real life problems and understanding the background of the current innovations. STEM education is an interdisciplinary approach that aims to teach science, technology, engineering and mathematics in an integrated way (Bybee, 2010;Çorlu, Capraro & Capraro, 2014;Güder & Gürbüz, 2018). The Ministry of National Education [MoNE] in Turkey has stated that STEM education is an interdisciplinary approach that should be include from the kindergarten (Ata-Aktürk, Demircan, Şenyurt, Çetin, 2017) to the university (Bakırcı & Karışan, 2018).…”

“…The studies on STEM education are rapidly increased in Turkey. Some studies concluded that STEM based science education has increased students' achievement on force and motion subjects (Ercan & Şahin, 2015;Güder & Gürbüz, 2018); science and engineering applications in science education have contributed positively to students' awareness of science literacy and career in the field of science (Çınar, Pırasa, Uzun & Erenler, 2016;Savran-Gencer, 2015); STEM education and engineering applications have increased the academic achievement of preservice science teachers in science laboratory course (Yıldırım & Altun, 2015); and STEM spot development activities have improved students' knowledge and skills in technology and computer subjects (Baran, Canbazoğlu-Bilici & Mesutoğlu, 2015). In addition, it has been determined that engineering based science teaching is influential on the science process skills of preservice science teachers (Gökbayrak & Karışan, 2017;Sungur-Gül & Marulcu, 2014).…”