Mühendislik Tasarım Temelli Fen Eğitimi ile İlgili Öğretmen Görüşleri

Hacıoğlu, Yasemin; Yamak, Havva; Kavak, Nusret

doi:10.14686/buefad.v5i3.5000195411

Cited by 35 publications

(20 citation statements)

References 10 publications

(20 reference statements)

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“…Research that suggests the need for teachers and prospective teachers to carry out STEM training indirectly supports the findings of this research (Bozkurt Altan & Ercan, 2016;Hacıoğlu et al, 2016Hacıoğlu et al, , 2017Han et al, 2015;Üçüncüoğlu, 2018;Wang et al, 2011).As a matter of fact, the STEM-focused activities carried out in an RBS which is located in a mountain village were carried out with simple materials, and the positive evaluations made in the students' diaries and the field notes indicate that the application was efficient. It can be stated that the role of the teacher is important for STEMfocused activities towards disadvantaged groups.…”

Section: Discussionsupporting

confidence: 71%

“…Various researchers also reveal the need for teachers and teacher candidates to carry out STEM education (Bozkurt Altan & Ercan, 2016;Hacıoğlu, Yamak & Kavak, 2016Han, Yalvaç, Capraro & Capraro, 2015;Üçüncüoğlu, 2018;Wang, Moore, Roehrig & Park, 2011). In their studies, Bozkurt Altan, and Ercan (2016), Çınar, Pırasa, and Paliç Sadoğlu (2016), Hacıoğlu et al (2016Hacıoğlu et al ( , 2017 and Üçüncüoğlu (2018) reported that as the education and experience of teachers and teacher candidates about STEM education increase, their interest and abilities in this subject will also increase. Kınık Topalsan 2018argued that STEM-educated class teacher candidates perform poorly in creating appropriate problems when developing teaching activities based on engineering design.…”

Section: Socio-economically Disadvantaged Groups Social Justice and mentioning

confidence: 99%

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STEM Education for Disadvantaged Students: Teacher and Student Experiences

Altan

Köroğlu

2019

Turkish Online Journal of Qualitative Inquiry

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STEM education is based on interrelated and holistic teaching of the disciplines of science, technology, engineering and mathematics. It is important to ensure that STEM education does not address a certain category of society only but that it is also applied to disadvantaged segments of society. The aim of the present study is to identify the opinions of socioeconomically disadvantaged students and their teachers about STEM education experience. The study was planned according to the case study model. The participants of the research consisted of a teacher and 34 Grade-8 students studying in a regional boarding school (RBS) in a northern province of Turkey. In the study, a unit (Living Beings and Life) within the scope of 8th grade science course was planned in accordance with STEM education. The data of the study were collected through student diaries and the field notes taken by the teacher. The data obtained from student diaries were subjected to content analysis, and the field notes were analysed with descriptive analysis. It was determined that the RBS students evaluated STEM-focused activities and the related applications in terms of their contributions to their learning process, 21st-century skills, their perceptions about STEM disciplines and the development of their career awareness on STEM fields. The results obtained from the teachers' field notes showed that the students' participation and group work skills increased, that the students had fun and became motivated in the course, and that they experienced an improvement in their skills of associating what they learned with their daily life, solving problems and designing and in their engineering awareness.

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Section: Discussionsupporting

confidence: 71%

Section: Socio-economically Disadvantaged Groups Social Justice and mentioning

confidence: 99%

STEM Education for Disadvantaged Students: Teacher and Student Experiences

Altan

Köroğlu

2019

Turkish Online Journal of Qualitative Inquiry

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“…In the literature, there are studies carried out with teacher candidates on DBSE applications as well (Bozkurt, 2014;Bozkurt Altan et al, 2016;Capobianco, 2011;Hacıoğlu, 2017;Hacıoğlu, Yamak, & Kavak, 2016;Kınık Topalsan, 2018;Marulcu & Sungur, 2012;Sungur Gül & Marulcu, 2014;Yıldırım, 2018). In these studies, teacher candidates indicated that the design process is based on questioning, makes permanent learning possible and that the big design challenge is motivating (Bozkurt Altan et al, 2016); it was concluded in these studies that DBSE applications develop the scientific creativity and critical thinking (Hacıoğlu, 2017), decision making and scientific process skills of teacher candidates (Bozkurt, 2014) and that although the teacher candidates report some negative views on DBSE, they mostly have positive views and wish to carry out DBSE activities in their lessons (Hacıoğlu et al, 2016).…”

Section: Related Studiesmentioning

confidence: 99%

The effect of design based science education applications of science teacher candidates on their perceptions of engineering education and engineer

Ergün

Kiyici

2019

Pegegog

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The purpose of this study was to determine the effect of Design Based Science Education (DBSE) applications on the perceptions of science teacher candidates about engineering education and engineers. In the quantitative part of the study in which the mixed method was involved, a semi-experimental design with single group pre-test post-test was used while a case study design was adopted in the qualitative part of the study. The study group of the research consisted of 52 juniors who were receiving education at a university in the Aegean Region in the 2016-2017 academic year. The quantitative data of the study were obtained through the 'Engineering Education Survey' and the qualitative data through 'Draw an Engineer Test.’ The quantitative data were analyzed using a statistics software program and the qualitative data through content analysis. It was determined as a result of the study that DBSE applications positively affect the perceptions of teacher candidates about engineering education and engineers. It was also determined that the teacher candidates' stereotypical perceptions about engineers being male and working on their own decreased and their perceptions about the work area and activities of engineers changed in a positive manner. In the light of the findings obtained in the study, the importance of design based applications in STEM education was underlined.

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“…Araştırmalar öğretmen ve öğretmen adaylarının MTS ve BAS uygulamaları konularında pedagojik alan bilgilerinin eksik olduğunu göstermiştir (Dejarnette, 2012). Fakat alınan eğitimler, yapılan uygulamalar öğretmenlerin mühendislik tasarım temelli etkinlikleri uygulama konusuna olumlu bakmalarını ve bu konuda istekli davranmalarını sağlayabilir (Hacıoğlu, Yamak ve Kavak, 2016).…”

Section: Sonuç Ve öNeri̇lerunclassified

5. Sınıf Fen Bilimleri Ders Kitabındaki Etkinliklerin Bilimsel Araştırma ve Mühendislik Tasarım Sürecine Göre İncelenmesi

Ünlü

Şen

2018

Sakarya University Journal of Education

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Öz. Ders kitapları öğrenme-öğretme sürecinde kullanılan temel gereçlerden biridir. Yenilenen öğretim programlarına göre hazırlanan ders kitaplarını incelemek, araştırmacılara, uygulayıcılara ve ders kitabı yazarlarına farklı bir bakış açısı kazandıracaktır. Bu araştırmanın amacı, 2017 Fen Bilimleri Dersi Öğretim Programına göre hazırlanan 5. sınıf ders kitabındaki etkinlikleri bilimsel araştırma ve mühendislik tasarım süreci basamaklarına göre analiz etmektir. Bu amaç doğrultusunda yöntem olarak doküman incelemesi kullanılmıştır. Ders kitabında yedi ünitede yer alan 51 etkinlik Bilimsel Araştırma Süreci ve Mühendislik Tasarım Süreci adımlarına göre analiz edilmiştir. Analiz sonucunda, ders kitabında bulunan etkinliklerde bilimsel araştırma sürecinden hipotez kurma, değişkenleri belirleme ve araştırma yapma basamaklarına diğer basamaklara oranla daha az yer verildiği; mühendislik tasarım süreci basamaklarına ise hiç yer verilmediği görülmüştür.

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Mühendislik Tasarım Temelli Fen Eğitimi ile İlgili Öğretmen Görüşleri

Cited by 35 publications

References 10 publications

STEM Education for Disadvantaged Students: Teacher and Student Experiences

STEM Education for Disadvantaged Students: Teacher and Student Experiences

The effect of design based science education applications of science teacher candidates on their perceptions of engineering education and engineer

5. Sınıf Fen Bilimleri Ders Kitabındaki Etkinliklerin Bilimsel Araştırma ve Mühendislik Tasarım Sürecine Göre İncelenmesi

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