T-STEM Academies’ Academic Performance Examination by Education Service Centers: A Longitudinal Study

Oner, Ayse Tugba; Navruz, Bilgin; Biçer, Ali; Peterson, Carrie Y.; Capraro, Robert M.; Capraro, Mary Margaret

doi:10.19128/turje.35590

Cited by 9 publications

(8 citation statements)

References 4 publications

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“…[ 35] The study investigates major factors disrupting students' interests, achievements and continuance in STEM programmes and available applications on these fields.…”

Section: Stem Education Research: Content Analysismentioning

confidence: 99%

STEM Education Research: Content Analysis

Kaleci¹,

Korkmaz²

2018

ujer

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People need to be qualified to adapt to innovations caused by the rapid change in information and technology. This would be realized with the integration of technology into education. In order to subsist in the world of science and technology the disciplines with an important role both now and in the future are science, technology, engineering and mathematics. In this regard, the number of studies conducted on the improvement of science, technology, engineering and mathematics (STEM) education is also increasing day by day. In this study information is given about the studies conducted on STEM and a total of 40 academic studies consisting of articles and papers published in national and international journals are discussed. Within this scope, studies conducted on the subject matter according to the results of the content analysis are investigated. Research approaches, research methods, learning environments, learning outcomes, data collection tools, research samples, STEM subjects of these studies and body of literature are evaluated. Data collected from the studies are analyzed with methods of descriptive statistics. Results are presented as frequencies and percentage tables. As a result of the study it stands out that qualitative researches are preferred more in STEM education studies, experimental studies and surveys are used as research methods and studies are conducted mostly with primary school students. It is considered that this study would be helpful to researchers eager to study on the subject.

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“…[ 35] The study investigates major factors disrupting students' interests, achievements and continuance in STEM programmes and available applications on these fields.…”

Section: Stem Education Research: Content Analysismentioning

confidence: 99%

STEM Education Research: Content Analysis

Kaleci¹,

Korkmaz²

2018

ujer

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“…Rapid changes in the flow of knowledge in today's world have led to nations to revise science education programs and science teaching goals in such a way of cultivating individuals who are able to produce knowledge and use it functionally in their lives by contributing to society and culture with the skills of problem-solving, critical thinking, entrepreneurship, decision making, collaboration, communication, and empathy (e.g., Ministry of National Education [MoNE], 2018). To accomplish these goals, the initiatives of integrating science, technology, engineering, and mathematics (STEM) have been appropriated as interdisciplinary approach by involving learning about knowledge, skills, beliefs and values from more than one STEM discipline through the collaborative efforts of students and teachers (Baharin, Kamarudin, & Manaf, 2018;Çorlu, Capraro, & Capraro, 2014;Ergün & Külekci, 2019;Öner et al, 2014; CONTACT: Ayşe Savran Gencer  asavran@pau.edu.tr  Department of Science education, Faculty of Education, Pamukkale University, Denizli, Turkey.…”

Section: Introductionmentioning

confidence: 99%

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

Gencer

Doğan

2020

International Journal of Assessment Tools in Education

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Critical thinking has been one of the 21st-century skills consistently associated with students' future career advancement as a positive student outcome of STEM education. The aim of the study is to develop and validate science critical thinking skill instruments to assess the improvement in the subject of living organisms and force and friction through design-based STEM education. In this design-based research study, the student's modules were developed by the integrated STEM education principles involving the activities and worksheets in line with the frame of critical thinking approach. The kappa statistics for content validity, exploratory and confirmatory factor analysis for construct validity, and item and reliability analysis for the quality of items were used in the development stage of instruments. The results of these analyses endorsed the 15 two-tier item for each test of Living Things Critical Thinking (LTCT) and Measuring Force and Friction Critical Thinking (MFFCT) as unidimensional constructs to produce valid and reliable data to measure the fifth grade students' critical thinking skills in the related science content. Comparing the pre and post applications of instruments in the study group indicated that STEM modules improved the students' science critical thinking skills such as interpretation, analysis, and inference. In this respect, developing and validating instruments to assess the integrated critical thinking skills will contribute to the empirical examination of this construct within the context of school science learning. 1.1. The Theoretical Framework Critical thinking is the process of mentally acting on something by "making reasoned judgments" (Beyer, 1995, p.8). Facione (1990) defines critical thinking as "purposeful, selfregulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based" (p. 2). Thinking skills in education settings generally involve activities of comparing and contrasting, classifying, predicting, generating original ideas, cause and effect, decision making, uncovering assumptions, and determining the reliability of sources of information (Swartz, Costa, Beyer, Reagan, & Kallick, 2008). Critical thinking includes process skills of "analysing, evaluating, or synthesizing relevant information to form an argument or reach a conclusion supported with evidence" (Reynders, Lantz, Ruder, Stanford, & Cole, 2020, p.4). Critical thinking enables individuals to develop their way of thinking about any subject, content, or problem by skilfully handling thought-specific structures and assigning intellectual standards to them. Then, these individuals can use the principles that help them to improve their thinking while analysing and evaluating the problems or their thoughts (Gencer & Boran, 2017). In addition, critical thinking skills are required in the process of analysing possible solutions during the probl...

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“…Leading countries, exclusively known as global powers, need to have innovative industry fields and qualified STEM graduates who can solve these problems and compete globally (Kanematsu & Barry, 2016). Science, Technology, Engineering, and Mathematics (STEM), STEM aims at a production-oriented education approach along with providing high-level skills necessary in 21st-century (Moomaw & Davis, 2010;Oner et al, 2014). Thus, STEM education has an essential role for individuals to gain 21st-century skills (R. M. Capraro, M. M. Capraro, & Morgan, 2013;Baran, Canbazoğlu-Bilici, & Mesutoğlu, 2015;Yıdırım, 2016;Çevik, Danıştay, & Yağcı, 2017).…”

Section: Introduce the Problemmentioning

confidence: 99%

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

Çeliker

2020

JEI

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The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers’ perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.

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T-STEM Academies’ Academic Performance Examination by Education Service Centers: A Longitudinal Study

Cited by 9 publications

References 4 publications

STEM Education Research: Content Analysis

STEM Education Research: Content Analysis

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

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