Yatılı Bölge Ortaokulu Öğrencilerinin STEM Alanlarına Yönelik Kariyer Farkındalığının Araştırılması

Altan, Esra Bozkurt; Üçüncüoğlu, İrem; Zileli, Esra

doi:10.24106/kefdergi.2752

Cited by 7 publications

(3 citation statements)

References 16 publications

(5 reference statements)

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“…As a result of the study, it was observed that students learned concepts about science and technology and they learned group discussion and building. Research focusing on the use of STEM activities for middle school students confirms similar results (Bozkurt-Altan et al, 2019;Kolodner, 2002;Sürmeli et al, 2018). Besides, from the results of the study, it is understood that students were able to relate to STEM areas and activities successfully.…”

Section: Discussionmentioning

confidence: 52%

Ortaokul Öğrencilerinin STEM Eğitim Yaklaşımına Dayalı Olarak Hazırlanan Etkinlikler İle İlgili Görüşleri: Yeşil Mühendislik Etkinlikleri

Pekbay

Saka

Kaptan

2020

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of this study was to examine the views of middle school students about activities based on STEM education. The case study method was used in this research. Participants were made up of 35 seventh grade students attending a public school located in a city in the northern part of Turkey. This study was conducted in the selective course of Science Applications in the regular school calendar. Five STEMrelated activities based on the engineering design process were adapted and applied to students for five weeks. The data of this research were collected through interview form consisting of open-ended questions aiming to explore students' perceptions about the activities. The descriptive analysis was used for data analysis and data were converted to the tables. Students stated that activities were educational, funny, providing opportunities for them to work as engineers and to promote group work, as well as to improve their self-confidence and creativity. However they stated that activities had some disadvantages about materials and group work.

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Section: Discussionmentioning

confidence: 52%

Ortaokul Öğrencilerinin STEM Eğitim Yaklaşımına Dayalı Olarak Hazırlanan Etkinlikler İle İlgili Görüşleri: Yeşil Mühendislik Etkinlikleri

Pekbay

Saka

Kaptan

2020

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…Boarding regional secondary schools were established in order to meet the educational needs of poor family children who have reached compulsory education age in settlements where the population is small and scattered (MoNE, 2003). Additionally, studies revealing that RBS students have low awareness about career options in STEM fields (Bozkurt Altan, Üçüncüoğlu & Zileli, 2019) show that the present study will contribute to the field in this sense as well.…”

Section: Socio-economically Disadvantaged Groups Social Justice and mentioning

confidence: 63%

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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“…STEM eğitim yaklaşımının tamamen sınıf içinde uygulanmasında zorluklarla karşılaşılmış ve bu nedenle okul dışı STEM eğitimi de STEM eğitimini yaygınlaştırmak için kullanılmıştır (Akgündüz vd., 2015). Türkiye'de hem sınıf içi hem de okul dışında yapılan çalışmalar bulunmaktadır (Baran, Canbazoğlu Bilici, Mesutoğlu & Ocak, 2015;Bozkurt Altan, Üçüncüoğlu & Zileli, 2019;Gencer, 2015;Özcan & Koca, 2019;Şahin, Ayar & Adıgüzel, 2014;Yamak, Bulut & Dündar, 2014). STEM eğitim yaklaşımı kısa sürede dünyaya yayılarak, gelişmiş ve gelişmekte olan ülkelerin öğretim programlarında yerini almıştır.…”

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Öğretmen ve Öğretmen Adaylarının Stem Alanlarına Yönelı̇k Tutumlarının ve Stem Öğretı̇mı̇ Yönelı̇mlerı̇nı̇n Farklı Değı̇şkenler Açısından İncelenmesı̇

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et al. 2020

Uşak Üniversitesi Eğitim Araştırmaları Dergisi

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Özet: Günümüzde STEM (Bilim, Teknoloji, Mühendislik ve Matematik) eğitiminin asıl uygulayıcısı olan öğretmenlerin derslerine STEM'i entegre etmelerine yönelik neler yapılabileceğini ortaya koyabilmek için, öncelikle var olan durumun cinsiyet, branş, kıdem yılı ve hizmet içi eğitim alma durumu gibi değişkenler açısından betimlenmesi önemlidir. Bu araştırmadan elde edilen veriler kullanılarak, öğretmenlere göre STEM eğitimleri planlanabilir. Bu nedenle çalışmanın amacı, Ege bölgesinde yer alan bir il merkezindeki öğretmenlerin ve öğretmen adaylarının STEM öğretimine yönelimlerinin ve STEM alanlarına yönelik tutumlarının cinsiyet, branş, hizmet içi eğitim ve kıdemlerine göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya 43 öğretmen adayı ve 109 görevde öğretmen olmak üzere toplam 152 (100 kadın ve 52 erkek) öğretmen katılmıştır.

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Yatılı Bölge Ortaokulu Öğrencilerinin STEM Alanlarına Yönelik Kariyer Farkındalığının Araştırılması

Cited by 7 publications

References 16 publications

Ortaokul Öğrencilerinin STEM Eğitim Yaklaşımına Dayalı Olarak Hazırlanan Etkinlikler İle İlgili Görüşleri: Yeşil Mühendislik Etkinlikleri

Ortaokul Öğrencilerinin STEM Eğitim Yaklaşımına Dayalı Olarak Hazırlanan Etkinlikler İle İlgili Görüşleri: Yeşil Mühendislik Etkinlikleri

STEM Education for Disadvantaged Students: Teacher and Student Experiences

Öğretmen ve Öğretmen Adaylarının Stem Alanlarına Yönelı̇k Tutumlarının ve Stem Öğretı̇mı̇ Yönelı̇mlerı̇nı̇n Farklı Değı̇şkenler Açısından İncelenmesı̇

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