Standards for Technological Literacy and STEM Education Delivery Through Career and Technical Education Programs

Asunda, Paul A.

doi:10.21061/jte.v23i2.a.3

Cited by 27 publications

(23 citation statements)

References 3 publications

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“…Recent research findings in science education demonstrate the necessity of utilizing engineering to develop science teaching [17]. Engineering provides a bridge between scientific and mathematical theory and the technology we use in our daily lives and combines the purpose of meeting social needs with the foundations of science and mathematics [18]. Considering these, STEM (Science, Technology, Engineering and Mathematics) education holds an important place in contemporary education.…”

Section: Introductionmentioning

confidence: 99%

The Effect of STEM-based Activities on 7<sup>th</sup> Grade Students' Academic Achievement in Force and Energy Unit and Students' Opinions about These Activities

Gazibeyoglu¹,

Aydın²

2019

ujer

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In this research, it was aimed to investigate the effect of using STEM-based activities on 7 th grade students' academic achievement and their opinions about these activities in the teaching of force and energy unit. The study was conducted with 52 students randomly selected from the 7 th graders who were being educated in classrooms 7-D and 7-E in a middle school located in Kastamonu Province in 2016-2017 academic year. There were 26 students in experimental and control groups. This research utilized a mixed-methods design in which both quantitative and qualitative research designs are used together is used. A semi-experimental model with pre-test/post-test control group was used from the experimental models to determine to the students' academic achievement of STEM-based activities. The results of data analysis showed that attending lessons supported by STEM-based activities resulted in significantly greater academic achievement for the experimental group compared to that of the control group. In addition, content analysis of the data obtained from STEM Opinion Form (SOF) applied only to the experimental group students was made and the STEM-based activities were integrated according to the findings to reach the conclusion that the lesson was fun and active, the interest and motivation of the lesson increased for students of experimental group. Also, the subjects were better understood by experimental group students.

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Section: Introductionmentioning

confidence: 99%

The Effect of STEM-based Activities on 7<sup>th</sup> Grade Students' Academic Achievement in Force and Energy Unit and Students' Opinions about These Activities

Gazibeyoglu¹,

Aydın²

2019

ujer

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“…Mühendislik, bilim ve matematik temelli teoriler ile kullanılan teknoloji arasında köprü görevi üstlenerek sosyal gereksinimlerin giderilmesi amacı ile bilimin ilkelerini ve matematiğin teorilerini bütünleştirme görevine sahip olduğundan mühendislik tasarımı temelli yaklaşımın fen eğitiminin gelişimi için büyük önem taşıdığı vurgulanmaktadır (Asunda, 2012;Kelley, 2010). Riskowski, Todd, Wee, Dark ve Harbor (2009) yapmış oldukları araştırmada, mühendislik proje deneyimine sahip olmayan öğrencilerin su kaynakları ile ilgili bir mühendislik projesine katılmalarının öğrencilerin düşünme seviyelerine etkisini incelemeyi amaçlamışlardır.…”

Section: Introductionunclassified

2018 Fen Bi̇li̇mleri̇ Öğreti̇m Programi Kazanimlarindaki̇ Deği̇şi̇mler Ve Fen Teknoloji̇ Matemati̇k Mühendi̇sli̇k (Stem) Entegrasyonu

Bahar¹,

Yener

Yılmaz³

et al. 2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, i) 2017-2018 eğitim öğretim yılı başında 5. sınıfta pilot olarak uygulanan ve daha sonra güncellenerek 2018 Ocak ayında revize edilen 3-8. Sınıflar Fen Bilimleri öğretim programları arasındaki farkı STEM açısından ortaya koymak, ii) güncellenen 2018 fen bilimleri öğretim programında 2013 fen bilimleri öğretim programına kıyasla ünitelere ilişkin kazanımlar ve kazanımlar için ayrılan sürelerin ne şekilde değiştiğini belirlemek ve iii) 2018 fen bilimleri öğretim programında STEM'e ilişkin oluşturulduğu düşünülen konu/kazanımları ve süreleri tespit etmektir. Araştırmada nitel araştırma yöntemi benimsenmiştir. Araştırma verilerinin analizi doküman inceleme yöntemi ile gerçekleştirilmiştir. Elde edilen verilerin analizi sonucunda i) Pilot olarak 5. Sınıflarda uygulanan 2017 3-8 Sınıflar Fen Bilimleri Öğretim programı ile güncelleme sonrası 2018 Ocak ayında ilan edilen Fen Bilimleri öğretim programları arasında STEM açısından farklılıkların bulunduğu ii) 2018 fen bilimleri öğretim programında yer alan ünitelerin sırası, ünitelerdeki kazanım sayısı ve kazanımlar için ayrılan sürelerin 2013 fen bilimleri öğretim programına kıyasla farklılık gösterdiği, iii) 2013 fen bilimleri öğretim programında yer alan bazı ünitelerin sınıf düzeyinin 2018 fen bilimleri öğretim programında değiştiği veya programdan kaldırılarak yeni ünitelerin eklendiği iv) 2018 fen bilimleri öğretim programında 5. 7. ve 8. sınıf düzeylerinde kazanım sayılarının azaldığı fakat 3. ve 6. sınıf düzeyinde artış gösterdiği ve 4. sınıf düzeyinde değişmediği tespit edilmiştir.

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“…Therefore, it is necessary to reveal the framework of environmental literacy based on expert opinions. Asunda (2012) argue that there is a need for a high-quality STEM-educated workforce for our 21 st century economies. These developing economies create pathways for a wide range of interesting and exciting career opportunities.…”

Section: Environmental Literacy As a Core Concept In Science Educationmentioning

confidence: 99%

Environmental STEM Pedagogical Content Knowledge (E+STEM-PCK): Teacher's Professional Development as Environmental STEM Literate Individuals in the Light of Experts’ Opinions

Kaya

Elster

2019

SEI

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This study is based on a Delphi study on environmental literacy which is related to both teachers professional development and environmental science, technology, engineering, and mathematics ( E+ STEM ) literacy. In the light of the expert opinions, the goal is to determine what teachers should do to develop their experiences and qualifications as E+ STEM literate individuals. In this study, a "mixed method" research design, in which both qualitative and quantitative methods are involved, is used to reveal the expert opinions. The exploratory sequential design, which is one type of mixed method research, is used. In the first step of the Delphi study, qualitative data are collected about teachers' professional development. After analyses of data in the first step of Delphi study, the quantitative form is developed for second step of the Delphi study. Finally, after analyses of the data in the second step, the final quantitative form (3 rd step) is prepared again. It is performed in three consecutive steps in Delphi study. The sample consists of the 45 experts who initially accepted to participate in the study. 20 of the 45 experts participated in the first step Delphi. The number of participants in the second and third Delphi study, respectively, is 44 and 26, respectively. It is concluded that there is a consensus about "having and updating content knowledge about environmental issues," "following the development of environmental technologies, and applying them in class." There is additional agreement about "having and developing pedagogical competencies for the development of teachers" experiences and qualifications as E+ STEM literate individuals. It is suggested that the concept of "environment" should be integrated into the framework of "STEM pedagogical content knowledge (PCK)" for teacher's professional development. By this means, a new educational and environmental concept, E+ STEM-PCK, would be incorporated in teacher education.

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Standards for Technological Literacy and STEM Education Delivery Through Career and Technical Education Programs

Cited by 27 publications

References 3 publications

The Effect of STEM-based Activities on 7<sup>th</sup> Grade Students' Academic Achievement in Force and Energy Unit and Students' Opinions about These Activities

The Effect of STEM-based Activities on 7<sup>th</sup> Grade Students' Academic Achievement in Force and Energy Unit and Students' Opinions about These Activities

2018 Fen Bi̇li̇mleri̇ Öğreti̇m Programi Kazanimlarindaki̇ Deği̇şi̇mler Ve Fen Teknoloji̇ Matemati̇k Mühendi̇sli̇k (Stem) Entegrasyonu

Environmental STEM Pedagogical Content Knowledge (E+STEM-PCK): Teacher's Professional Development as Environmental STEM Literate Individuals in the Light of Experts’ Opinions

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