The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas<p>Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi
Keywords:
Science – Technology – Engineering – Math Integration (STEM), Perception, Attitude, Secondary School, Career, Fen – Teknoloji – Mühendislik – Matematik Entegrasyonu (STEM), Algı, Tutum, Ortaokul, KariyerAbstract
Science-Technology-Engineering-Math provide a basis to multiple disciplines. Nowadays STEM is a popular approach that consist of teaching Science-Technology-Engineering-Math in an interdisciplinary way. This research is conducted to study the effects of the integration of STEM on the attitude and perception of 5th grade students. In this research the quasi-experimental design with a pretest - posttest was conducted. The study group of the study in consist of 5th grade students who receive education in Istanbul. The control group consisted of 27 students and experimental group 28 students. In the research ‘STEM Perception Test’ and ‘STEM Attitude Test’ were used a quantitative data collecting device. For the ‘STEM Perception Test’ in the reliability analysis it was designated that the Cronbach Alpha worths of the test’s sub-dimensions changed between 0,703 and 0,892. For ‘STEM Attitude Test’ in the reliability analysis it was designated that the Cronbach Alpha worths of the test’s sub-dimensions changed between 0,786 and 0,900. In the control group the activities based on inquiry activities in the science books of Ministry of National Education were practiced and in the experimental group in addition to these activities the STEM activities developed by the researchers were practiced. In the research it was concluded that STEM activities developed the students’ perceptions and attitudes in these area. In the research it is regarded being development especially on engineering, technology, career areas in the perception test; and on science, engineering-technology areas in the attitude test. According to this results practicing of the STEM training was proposed to the teachers, researchers and the program makers.
Özet
Günümüzde öne çıkan STEM eğitimi, birçok disipline temel oluşturan Fen-Teknoloji-Mühendislik-Matematik alanlarının disiplinlerarası yaklaşımla öğretilmesi fikrine dayanmaktadır. Bu araştırmada Fen-Teknoloji-Mühendislik-Matematik entegrasyonunun (STEM) ortaokul 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisinin incelenmesi amaçlanmıştır. Araştırmada öntest-sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Kontrol grubu 27, deney grubu ise 28 öğrenciden oluşmuştur. Araştırmada nicel veri toplama aracı olarak ‘STEM Algı Testi’ ve ‘STEM Tutum Testi’ kullanılmıştır. ‘STEM Algı Testi’ için yapılan güvenirlik analizinde testin alt boyutlarının Cronbach Alpha değerlerinin 0,703 ile 0,892 arasında değiştiği belirlenmiştir. ‘STEM Tutum Testi’ yapılan güvenirlik analizinde testin alt boyutlarının Cronbach Alpha değerlerinin 0,786 ile 0,900 arasında değiştiği belirlenmiştir. Araştırmanın uygulamasında kontrol grubunda MEB tarafından önerilen Fen Bilimleri ders kitabındaki sorgulamaya dayalı etkinlikler uygulanırken, deney grubunda ise bu etkinliklere ilave olarak araştırmacılar tarafından geliştirilen STEM etkinlikleri uygulanmıştır. Araştırmada STEM etkinliklerinin öğrencilerin bu alanlarla ilgili algı ve tutumlarını geliştirdiği sonucuna varılmıştır. Algı testinde özellikle mühendislik, teknoloji, kariyer; tutum testinde ise özellikle fen, mühendislik-teknoloji alanlarında gelişme olduğu tespit edilmiştir. Bu sonuç ışığında STEM eğitiminin uygulanışı ile ilgili öğretmenler, araştırmacılar ve program hazırlayıcılara önerilerde bulunulmuştur.
Downloads
Metrics
References
Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T. &. Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günün modası mı yoksa gereksinim mi? [A report on STEM Education in Turkey: A provisional agenda or a necessity?][White Paper]. İstanbul, Turkey: Aydın Üniversitesi. http://www.aydin.edu.tr/belgeler/IAU-STEM-Egitimi-Turkiye-Raporu-2015.pdf adresinden 16.11.2015 tarihinde erişilmiştir.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri (1. Baskı). Ankara: PegemA Yayıncılık.
Büyüköztürk, Ş., (2012). Sosyal bilimler için veri analizi el kitabı (17. Baskı). Ankara: PegemA Yayıncılık.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. The Technology And Engineering Teacher, 70(1), 30-35.
Corbett, K. S., & Coriell, J. M. (2014 June), STEM explore, discover, apply – A middle school elective (curriculum exchange) Paper presented at 2014 ASEE Annual Conference, Indianapolis, Indiana. https://peer.asee.org/23034 adresinden 31.10.2015 tarihinde erişilmiştir.
Çavaş, B., Bulut, Ç., Holbrook, J. & Rannikmae., M. (2013). Fen eğitimine mühendislik odaklı bir yaklaşım: Engineer projesi ve uygulamaları. Fen Bilimleri Öğretimi Dergisi. 1 (1), 12-22.
Çepni, S., (2010). Araştırma ve proje çalışmalarına giriş (5. baskı). Trabzon.
Çorlu, M. S., Capraro, R. M. & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Eğitim ve Bilim, 39 (171), 74-85.
Daugherty, M. K. (2009). The “T” and “E” in STEM. In ITEEA (Ed.), The Overlooked STEM Imperatives: Technology and Engineering (pp.18-25). Reston, VA: ITEEA. http://www.mrstrimelteched.com/MrStrimelTechEd/Lecture_2_files/Overlooked%20STEM%20Imperatives.pdf#page=20 adresinden 04.05.2015 tarihinde erişilmiştir.
Delice A. (2010). Nicel araştırmalarda örneklem sorunu. Kuram ve Uygulamada Eğitim Bilimleri. 10 (4), 1969-2018.
Freeman, K. E., Alston, S. T., & Winborne, D. G. (2008). Do learning communities enhance
the quality of students’ learning and motivation in STEM? Journal of Negro Education, 77, 227-240.
Friday Institute for Educational Innovation (2012). Student attitudes toward STEM survey-upper elementary school students, Raleigh, NC: Author.
Güzey, S. S, Harwell, M., Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271–279.
Hernandez, P. R., Bodin R., Elliott, J. W., Ibrahim B., Rambo-Hernandez, K. E., Chen T. W. & Miranda M. A. (2014). Connecting the STEM dots: measuring the effect of an integrated engineering design intervention. International Journal Technology Design Education. 24, 107-120.
Honey, M., Pearson, G. & Schweingruber, H. (Eds). National Academy of Engineering and National Research Council (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington D.C. : The National Academies Press.
İnceoğlu, M. (2010). Tutum Algı İletişim (5. Baskı). İstanbul: Beykent Üniversitesi Yayınevi. http://ees2.beykent.edu.tr/WebProjects/Uploads/METIN%20INCEOGLU_Tutum-algi-iletisim.pdf adresinden 16.05.2015 tarihinde erişilmiştir.
Jones, V. (2013, September). Teaching STEM: Design literacy strategies. Capture natural curiosity. Children's Technology and Engineering, 18 (1), 28-30.
Katehi, L., Pearson, G. ve Feder, M. (Eds.) (2009). National Academy of Engineering and National Research Council Report: Engineering in K-12 education. Washington, D.C.: The National Academies Press.
Kimmel, H., Burr-Alexander, L., Rockland, R., & Carpinelli, J. (2006, June). Bringing engineering into K-12 schools: a problem looking for solutions? Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/181 adresinden 30.10.2015 tarihinde erişilmiştir.
Knezek, G., Christensen, R., Tyler-Wood, T. & Periathiruvadi S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International. 24 (1), 98-123.
Langdon, D., Mckittrick, G., Beede, D., Khan, B. & Doms, M. (2011). STEM: Good jobs now and for the future, U.S. Department of Commerce Economics and Statistics Administration, 3(11), 2. http://www.esa.doc.gov/sites/default/files/stemfinalyjuly14_1.pdf adresinden 10.05.2015 tarihinde erişilmiştir.
Lederman, N. G., & Niess, M. L. (1997). Less is more? More or less. School Science and Mathematics, 97(7), 341-343.
Little, R., Poth, R., Gilbert, R. & Barger, M. (2005, June), Adapting the engineering design process for elementary education applications. Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15533 adresinden 01.02.2015 tarihinde erişilmiştir.
Moore T. & Richards L. G. (2012). P-12 engineering education research and practice. Introduction to a Special Issue of Advances in Engineering Education, 3 (2), 1-9.
Naizer G., Hawthorne M. J. & Henley T. B. (2014). Narrowing the gender gap: enduring changes in middle school students’ attitude toward math, science and technology. Journal of STEM Education: İnnovations and Research, 15 (3), 29-34.
Rehmat, A. P. (2015). Engineering the Path to Higher-Order Thinking in Elementary Education: A Problem-Based Learning Approach for STEM Integration. UNLV Theses/Dissertations/Professional Papers/Capstones. Paper 2497. http://digitalscholarship.unlv.edu/thesesdissertations adresinden 02.11.2015 tarihinde erişilmiştir.
Ricks, M. M. (2006) A study of the impact of an informal science education program on middle school students’ science knowledge, science attitude, STEM high school and college course selections, and career decisions. Doktoral Thesis. The University of Texas, Austin.
Roberts, A. (2012). A justification for STEM education. Technology and engineering teacher, May/June 2012. http://www.iteaconnect.org/mbrsonly/Library/TTT/TTTe/04-12roberts.pdf adresinden 11.05.2014 tarihinde erişilmiştir.
Saad, M. E. (2014). Progressing science, technology, engineering, and math (STEM) education in North Dakota with near-space ballooning. Master Thesis. Master of Science Grand Forks, North Dakota.
Sargianis, K., Sylvia, J. & Chandler, J. (2014). Green engineering in the elementary classroom. http://eeweek.org/sites/default/files/EiEWebinar_slides.pdf adresinden 01.02.2015 tarihinde erişilmiştir.
Sümbüloğlu, K. & Sümbüloğlu, V. (2007). Biyoistatistik. Ankara: Hatiboğlu Basım ve Yayım.
Şahin, A., Ayar, M. C. & Adıgüzel, T. (2014). Fen, teknoloji, mühendislik ve matematik içerikli okul sonrası etkinlikler ve öğrenciler üzerindeki etkileri. Kuram ve Uygulamada Eğitim Bilimleri. 14 (1), 1-26.
Tyler-Wood, T., Knezek, G. & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 341-363.
Tseng , K. H., Chang , C. C, Lou, Ş. J. & Chen W. P.(2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal TechnologyDesign Education, 23, 87–102.
Turner, K. (2013). Northeast Tennessee Educators’ Perception of STEM Education Implementation. Electronic Theses and Dissertations. Paper 1202. http://dc.etsu.edu/etd/1202 adresinden 23.05.2015 tarihinde erişilmiştir.
Wang, H. H., (2012). A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration. Doctoral Thesis. Minnesota University, Minnesota.
Wyss, V. L., Heulskamp, D. & Siebert, C. J. (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental Science Education, 7 (4), 501-522.
Wicklein R. C. & Schell J. W. (Spring 1995). Case studies of multidisciplinary approaches to integrating mathematics, science and technology education. Journal of Technology Education. 6 (2), 59-76.
Yamak, H., Bulut, N. & Dündar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTEMM etkinliklerinin etkisi. Gazi Üniversitesi Eğitim Fakültesi Dergisi. 34(2): 249-265.
Yıldırım A. & Şimşek H., (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık.
Yıldırım, B. & Selvi, M., (2015). Adaptation of STEM attitude scale to Turkish, Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 10 (3), 1107-1120, ISSN: 1308-2140, www.turkishstudies.net, DOI Number: http://dx.doi.org/10.7827/TurkishStudies.7974, Ankara-Turkey.
Zollman, A., (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics. 112 (1), 12-19.
Downloads
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.
