Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses

Authors

  • Bekir Yıldırım Muş Alparslan University
  • Mahmut Sevi Gazi University

Keywords:

STEM, Renewable Energy, Science, Society, Technology

Abstract

This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers’ attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015 academic year with 76 prospective science teachers. In the study, mixed method research design, which employs qualitative and quantitative research methods together, has been used. As a data collection tool “Sensitivity to Environment Problems Scale”, “Attitude Scale for Renewable Energy Resources” and “Semi-structured Interview Form” developed by the researcher were used. Data obtained as a result of content analysis were coded. As a result of analysis of the study, it was determined that prospective teachers’ attitudes towards renewable energy resources were positively affected but there was no change in their level of awareness of environmental problems.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Bekir Yıldırım, Muş Alparslan University

Assist. Prof. Dr., Muş Alparslan University, Faculty of Education, Department of Mathematics and Science Education

Mahmut Sevi, Gazi University

Prof. Dr., Gazi University, Faculty of Education, Department of Mathematics and Science Education

References

Abdullah, N., Halim, L., & Zakaria, E., (2014). VStops: A Thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 165-174.

An, D. (2010). A Meta-analysis of the effectiveness of stem programs in the united states. Unpublished doctoral dissertation, Cleveland State University, Ohio.

Baran, E., Bilici, S.C., Mesutoglu, C. & Ocak, C. (2016). Moving STEM beyond schools: students’ perceptions about an out-ofschool stem education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.

Brenner, D.C. (2009). Technology education for children council. Technology and Children A journal for Elementary School Technology Education, 14(1), 14.

Cotabish, A., Dailey, D. Robinson, A., & Hunghes, G., (2013). The Effects of a STEM intervention on elementary students' science knowledge and skills. School Science and Mathematics, 113(5), 215-226.

Dugger, W. E. (2010). Evolution of STEM in the united states. Paper presented at the 6th Biennial International Conference on Technology Education Research, Gold Coast, Queensland, Australia.

Ellis, A., & Fouts, J. (2001). Interdisciplinary curriculum: the research base: the decision to approach music curriculum from an interdisciplinary perspective should include a consideration of all the possible benefits and drawbacks. Music Educators Journal, 87(22), 22-26, 68.

Goldston, D. (2005). Elementary science: left behind?. Journal of Science Teacher Education, 16, 185-187.

Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering and mathematics (STEM) education: A Primer. Congressional Research Service. Retrieved July 25, 2015 from https://www.fas.org/sgp/crs/misc/R42642.pdf .

Güneş, T. Alat, K. & Can Gözüm, A.İ. (2013). Fen Öğretmeni Adaylarına Yönelik Yenilenebilir Enerji Kaynakları Tutum Ölçeği: Geçerlilik ve Güvenirlik Çalışması. Eğitim Bilimleri Araştırma Dergisi, 3(2), 269-289.

Güven, E. & Aydoğdu, M. (2012). Çevre Sorunlarına Yönelik Farkındalık Ölçeğinin Geliştirilmesi ve Öğretmen Adaylarının Farkındalık Düzeylerinin Belirlenmesi. Öğretmen Eğitimi ve Eğitimcileri Dergisi. 2, 185-202.

Hanover Research. (2011). K-12 STEM Education Overview, HR, 11.

Heaverlo, C. (2011). STEM Development: A Study of 6th-12th Grade Girls' Interest and Confidence in Mathematics and Science. Doctoral dissertation. Iowa State University, Lowa.

Huneycutt, T. (2013). Starting STEM early: the need for vertical alignment. Retrieved October 16, 2015 from http://www.nms.org/Blog/TabId/58/PostId/212/starting-stem-early-the-need-for-vertical-alignment.aspx.

Jacobs, H.H. (1989). Interdisciplinary curriculum: design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

Keeley, P. (2009). Form and substance of in-service teacher education. Madison, WI: National Institute for Science Education, University of Wisconsin-Madison.

Kim, D.H., Ko, D.G., Han, M.J., & Hong, S.H. (2014). The Effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.

Kim, G.S., & Choi, S.Y., (2012). The effect of Creative problem solving ability and scientific attitude through the science based STEAM program in the elementary gifted students. Elementary Science Education, 31(2), 216-226.

Kim, D.H., Gook Ko, D., Han, M.J., & Hong, S.H. (2014). The Effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.

Koonce, D.A., Zhou, J., Anderson, C.D., Hening, D.A., & Conley, V.M. (2011). What is STEM?. Paper presented at the 8TH ASEE Annual Conference & Exposition, Vancouver, Canada.

Kwon, S.B., Nam, D.S., & Lee, T.W. (2012). The Effects of STEAM-based integrated subject study on elementary school students’ creative personality. The Korea Society of Computer and Information, 17(2), 79-86.

Lederman, N.G. and Niess, M.L., (1997). Integrated, interdisciplinary, or thematic instruction? is this a question or is it questionable semantics?. School Science and Mathematics, 97(2), 57–58.

Medeiros, D.J. (2011). The Influence of female social models in corporate STEM initiatives on girls' math and science attitudes. Doctor dissertation, The University of Pennsylvania, Philadelphia.

Meyrick, K. M. (2011). How STEM education improves student learning. Meridian K-12 School Computer Technologies Journal. 14(1).

Morrison, J. (2006). TIES STEM education monograph series, attributes of STEM education. Baltimore, MD: TIES.

Mundfrom, D.J., Shelley, M.C. and Miller, W.G. (1992). Perceptions of Course Difficulty. Presented at the Winter Conference of The American Statistical Association, New York.

National Research Council (2011). Successful K-12 STEM education. Washington, DC: National Academy.

Roberts, A. (2012). A Justification for STEM education. technology and engineering teachere. Retrieved April 15, 2015, from http://www.iteaconnect.org/mbrsonly/Library/TTT/TTTe/04-12roberts.pdf

Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S. and Kimmel, H. (2010). Advancing the "E" in K-12 STEM education. Journal of Technology Studies, 36(1), 53-64.

Park, M., Nam, Y., Moore, T.J. and Roehring, G. (2011). The Impact of integrating engineering into science learning on student’s conceptual understandings of the concept of heat transfer. Journal of the Korean Society of Earth Science Education, 4(2), 89-101.

Scott, M.C. (2009). Technology education for children council, technology and children. A journal for Elementary School Technology Education, 14(1), 3.

Wang, H.H., Moore, Tamara J. Roehrig, Gillian H. & Park, M. S. (2011). STEM integration: teacher perceptions and practice. Journal of Pre-College Engineering Education Research 1(2).

Wayne Long, A. (2012). Heightening Interest in STEM Through a Mentoring Project Between Undergraduate and Mıddle School Students. Master2s Thesis. Youngstown State Unıversıty, Ohio.

White, D.W. (2014). What Is STEM education and why is it important?. Florida Association of Teacher Educators Journal, 1(14), 1-9.

Williams, J. (2011). STEM education: proceed with caution. Design and Technology Education,16(1), 26-35.

Yıldırım, B. (2016). An Examination of the effects of science, technology, engineering, mathematics (STEM) applications and mastery learning integrated into the 7th grade science course. Unpublished Doctoral dissertation. Gazi University, Ankara.

Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezerî Journal of Science and Engineering, 2(2); 28-40.

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.

14-1

Downloads

Published

2016-09-21

How to Cite

Yıldırım, B., & Sevi, M. (2016). Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses. Journal of Human Sciences, 13(3), 3684–3695. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/3876

Issue

Vol. 13 No. 3 (2016)

Section

Education

License

Uluslararası İnsan Bilimleri Dergisi ISSN:1303-5134
International Journal of Human Sciences ISSN:2458-9489
 
is an "Open Access Journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles.

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.