The Effect of a STEM Education Workshop on Science Teachers  Instructional Practices

Çınar, Sinan; Pırasa, Nimet; Altun, Ebru

doi:10.36681/tused.2022.125

Cited by 11 publications

(13 citation statements)

References 29 publications

(37 reference statements)

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“…Competent teachers can shape students to have STEM knowledge and skills that are useful for their future careers. Literature analysis proves that teachers' STEM instructional practice training is important (Cinar et al, 2022). In developed nations such as the U.S, Turkey, Europe, and Malaysia, teacher training on STEM has been promoted.…”

Section: Discussionmentioning

confidence: 99%

“…These trainings are oriented towards teacher competency development, including STEM instructional processes, learning processes, and integrated STEM teaching assessments. Empirical studies have been conducted on teacher competency development or training in STEM education (Cinar et al, 2022). Within the framework of our research, training on STEM instructional practice is used to equip primary school teachers to develop general pedagogical knowledge and self-efficacy in the learning process to become professional teachers with learning methods that align with the demands of the 21st century.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ General Pedagogical Knowledge and self-efficacy On STEM Instructional Practices On Primary Teacher

Affandi

Amir²,

Widyastuti³

2022

J. Edu. Teach. Learn.

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Not only cognitive knowledge, but also modern 21st-century instructional practices employed by primary school teachers are crucial for equipping students with a well-rounded education. But also to prepare students with the motivation, knowledge, and skills in science, technology, engineering, and mathematics (STEM) required for the digital age workforce. This study aims to determine the efficacy of STEM instructional practice training in enhancing primary school teachers' general pedagogical knowledge and self-efficacy. Forty-six primary school teachers from Sidoarjo, East Java, participated in the study. The experimental group (n=23) and the control group (n=23) comprised a total of 46 individuals. In the experimental group, participants received instruction in STEM-based mathematics learning planning. A questionnaire is used to assess teachers' general pedagogical knowledge and self-efficacy in STEM instructional practice before and after training. The study on teachers' general pedagogical knowledge revealed that, after training, the experimental group achieved better results than the control group. In the experimental group, the average score for the instructional process aspect increased to 9.5 points. The average value of the learning process aspect has increased by 15,5 points, while the average value of the assessment aspect has increased by 5,5 points. After receiving training, teachers in the experimental group demonstrated greater self-efficacy than their counterparts in the control group. The findings can be utilized by primary school teachers to enhance their STEM-related general pedagogical knowledge and self-efficacy.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ General Pedagogical Knowledge and self-efficacy On STEM Instructional Practices On Primary Teacher

Affandi

Amir²,

Widyastuti³

2022

J. Edu. Teach. Learn.

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“…Results indicated that pre-service mathematics teachers in the integrated teacher education program had more favorable attitudes towards integrated teaching of mathematics than pre-service mathematics teachers in the departmentalized program. After the integrated teaching focused workshop, pre-service science teachers were reported to have started to use technology and engineering besides mathematics in natural sciences teaching (Çınar, Pırasa, Uzun, & Erenler, 2016). In another study, the positive effect of a collaborative STEM education module on pre-service chemistry and mathematics teachers was reported (Aslan-Tutak, Akaygün, & Tezsezen, 2017).…”

Section: Conceptual Framework 1mathematics In Interdisciplinary Appro...mentioning

confidence: 99%

Examining the Building and Coding Tasks Developed by Pre-service Mathematics Teachers in Terms of Curriculum Integration

Sevimli

Aydın

Özdemir

et al. 2023

International E-Journal of Educational Studies

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Interdisciplinary approach recommended for use in the teaching mathematics in the last decade, the related literature shows that limited study focused on the reflection of the interdisciplinary approach in teaching practice. The aim of this study is to evaluate pre-service mathematics teachers’ task development processes on interdisciplinary approaches through building and coding tasks. Research was conducted with 28 pre-service mathematics teachers studying at a mathematics education department in Turkey. Data were gathered from the analysis of lesson plans and semi-structured interviews. The findings that were obtained through the lesson plans of the participants indicated that participants were able to associate building tasks more with numbers content domain and mathematical modeling skills, and coding tasks with geometry content domain and algorithmic thinking skills. The participants stated that tasks involving coding in their lesson plans would be more useful in terms of teaching mathematics and listed the factors limiting the use of building tasks as technical knowledge and cost.

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“…Bu etkinlikler ile öğretmen adayları bu becerilerini geliştirmişler ve bu iki kavram arasındaki ilişkiyi yaparak yaşayarak deneyimlemişlerdir. Yapılan çalışmalarda da STEM uygulamalarının öğrencilerin özellikle mühendislik ve tasarım becerilerinin geliştirilmesine olumlu yönde katkılar sağladığı belirlenmiştir (Çınar, Pırasa, Uzun & Erenler, 2016;Fan & Yu, 2017;Popa & Ciascai, 2017;Tarkın-Çelikkıran & Aydın-Günbatar, 2017;Chiang, Chang, Wang, Cai & Li, 2020).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Probleme Dayalı STEM Etkinliklerinin Öğretmen adaylarının STEM Kavramlarına Yönelik Bilişsel Yapılarının Gelişimine Etkisinin İncelenmesi

ALTUNIŞIK>

Ekici

2022

Uşak Üniversitesi Eğitim Araştırmaları Dergisi

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Bu çalışmanın amacı probleme dayalı STEM eğitiminin fen bilgisi öğretmen adaylarının bilişsel yapılarına etkisinin incelenmesidir. 14 hafta boyunca araştırmacılar tarafından hazırlanan STEM etkinlikleri uygulanmıştır. Araştırmada veri toplama aracı olarak kelime ilişkilendirme testi (KİT) kullanılmıştır. Çalışma grubu 2019-2020 öğretim yılı Güz döneminde Fen Öğretimi Lab. Uyg. I dersini alan 26 fen bilgisi öğretmen adayından oluşmaktadır. Araştırmanın sonuçlarına göre deneysel uygulama sonrasında öğretmen adaylarının STEM kavramlarına yönelik bilişsel yapılarının zenginleştiği söylenebilir. Deneysel uygulama öncesinde STEM kavramları arasında ilişki kurmakta zorlanılırken deneysel uygulama sonrası kavramlar arası ilişkilerin arttığı görülmüştür.

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The Effect of a STEM Education Workshop on Science Teachers Instructional Practices

Cited by 11 publications

References 29 publications

Teachers’ General Pedagogical Knowledge and self-efficacy On STEM Instructional Practices On Primary Teacher

Teachers’ General Pedagogical Knowledge and self-efficacy On STEM Instructional Practices On Primary Teacher

Examining the Building and Coding Tasks Developed by Pre-service Mathematics Teachers in Terms of Curriculum Integration

Probleme Dayalı STEM Etkinliklerinin Öğretmen adaylarının STEM Kavramlarına Yönelik Bilişsel Yapılarının Gelişimine Etkisinin İncelenmesi

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