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Öğretmenlerin Disiplinler Arası Bir Yaklaşım Olarak STEM Eğitimine Yönelik Görüşlerinin İncelenmesi

Year 2025, Volume: 14 Issue: 4, 919 - 939, 22.12.2025

Nadir Aksoy , Hatice Yıldız

https://doi.org/10.30703/cije.1633629

Abstract

Bu araştırmanın amacı alan öğretmenlerinin STEM eğitimi hakkındaki görüşlerini belirlemektir. Araştırmada konunun bütüncül bir yaklaşımla ele alınabilmesi amacıyla nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubu Sivas ili Merkez ilçesindeki ortaokullarda görev yapan Fen Bilimleri, Bilişim Teknolojileri, Teknoloji ve Tasarım ve Matematik branşlarının her birinden altışar öğretmen olmak üzere toplam 24 öğretmenden oluşmaktadır. Araştırma verileri, yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Görüşme formunda öğretmenlere açık uçlu sorulardan oluşan 8 tane soru sorulmuştur. Araştırmada elde edilen veriler, içerik analizi tekniğiyle çözümlenmiştir. Araştırma sonucunda öğretmenlerin görüşlerinden; STEM eğitiminin disiplinler arası bir yaklaşım olarak kullanılmasının olumlu sonuçları olduğu, yaparak yaşayarak öğrenmeye fırsat tanıdığı, kalıcı öğrenmeyi sağladığı, günlük hayat problemlerine çözüm bulduğu, eleştirel düşünme, analitik düşünme ve yaratıcı düşünme gibi 21. yüzyıl becerilerini kazandırdığı, öğrencilerin ilgisini artırdığı, ürün odaklı bir yaklaşım olduğu anlaşılmıştır. Son olarak öğretmenler STEM etkinliklerini gerçekleştirmede malzeme ve atölye eksikliği, STEM ders planlarının yetersizliği, ders programlarından dolayı yaşanan zaman yetersizliği, öğretmenlere yeterli eğitimlerin verilmediği gibi sorunlarla karşı karşıya kaldıklarını ifade etmişlerdir.

Keywords

Fen Teknoloji Mühendislik Matematik (STEM) öğretmen disiplinler arası

References

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Examining Teachers' Views on STEM Education as an Interdisciplinary Approach

Year 2025, Volume: 14 Issue: 4, 919 - 939, 22.12.2025

Nadir Aksoy , Hatice Yıldız

https://doi.org/10.30703/cije.1633629

Abstract

The aim of this research was to determine the opinions of teachers about STEM education. In order to address the issue with a holistic approach, the case study design, one of the qualitative research methods, was used in the research. The participants of the research consisted of 24 teachers, six teachers from each of the branches of Science, Information Technologies, Technology and Design, and Mathematics, working in secondary schools in the Central District of Sivas province. Data were collected through a semi-structured interview form. In the interview form, teachers were asked eight open-ended questions. The data obtained in the study were analyzed using content analysis technique. The findings derived from teachers' perspectives revealed that integrating STEM education as an interdisciplinary approach produced significant positive outcomes. It facilitated experiential and hands-on learning, promoted enduring comprehension, addressed real-world problems, and enhanced the acquisition of essential 21st-century skills such as critical, analytical, and creative thinking. Additionally, it increased student engagement and represented a product-oriented educational methodology. Lastly, teachers reported facing several challenges in implementing STEM activities, including lack of materials and workshop facilities, inadequacy of STEM lesson plans, time constraints due to dense curricula, and insufficient professional development opportunities provided to teachers.

Keywords

Science Technology Engineering Mathematics (STEM) teacher interdisciplinary

References

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  • Aybek, E.C. (2019). Analysis and evaluation of data. K. Yılmaz ve R.S. Arık (Ed.), Research methods in education. Pegem Akademi.
  • Basham, J. D., Hall, T. E., Carter Jr, R. A., & Stahl, W. M. (2016). An operationalized understanding of personalized learning. Journal of Special Education Technology, 31(3), 126-136. https://doi. org/10.1177/0162643416660835
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  • Beers, S. Z. (2011). 21st century skills: Preparing students for their future. Educational Leadership, 69(1), 9-13.
  • Burrows, A., & Slater, T. (2015). A proposed integrated STEM framework for contemporary teacher preparation. Teacher Education and Practice, 28(2/3), 318–330.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2021). Scientific research methods in education (30th edition). Pegem Akademi.
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  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
  • Can, K. & Sağır, Ş. U. (2018). Classroom teachers' views on scince, technology, mathematics and engineering (stem) practices. International Journal of Turkish Education Sciences,6(11), 62-83
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods: Design and analysis. A. Aypay (Trans. Ed.). Anı.
  • Creswell, J.W. (2012). Educational research: planning, conducting and evaluating qualtative and quantitative research. Pearson.
  • Çambay, Ö. (2024). STEM education in early childhood. International Research in Educational Sciences XXII, 101.
  • Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among K–12 students. Journal of Research on Technology in Education, 48(1), 16-37. https://doi.org/10.1080/15391523.2015.1103147
  • Ecevit, T., & Yıldız, M. (2024). STEM education practices in the field of primary school earth and universe topics. Journal of STEM Education, 2(1), 1-23.
  • English, L. D. (2016). STEM education K–12: Perspectives on integration. International Journal of STEM Education, 3(1), 1–8. https://doi.org/10.1186/s40594-016-0036-1
  • Erdoğan, N., Sencer Corlu, M., & Capraro, R.M. (2013). Defining Innovation Literacy: Do Robotics Programs Help Students Develop Innovation Literacy Skills? International Journal of Educational Sciences Online, 5(1), 1-9
  • Ergun, A. (2019). Identification of the interest of Turkish middle-school students in STEM careers: Gender and grade level differences. Journal of Baltic Science Education, 18(1), 90-104. https://doi.org/10.33225/jbse/19.18.90.
  • Guzey, S. S., Moore, T. J., Harwell, M., & Moreno, M. (2016). STEM integration in middle school life science: Student learning and attitudes. Journal of Science Education and Technology, 25, 550-560. https://doi.org/10.1007/s10956-016-9612-x
  • Güleç Çiftçi, D. (2024). Okul yöneticilerinin STEM eğitimine yönelik görüşlerinin incelenmesi. [Yayımlanmamış yüksek lisans tezi]. Karamanoğlu Mehmetbey Üniversitesi.
  • Halawa, S., Lin, T. C., & Hsu, Y. S. (2024). Exploring instructional design in K-12 STEM education: a systematic literature review. International Journal of STEM Education, 11(1), 1-15. https://doi.org/10.1186/s40594-024-00503-5
  • Honey, M., Pearson, G., & Schweingruber, H.A. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research (Vol. 500). National Academies Press. https://doi.org/doi:10.17226/18612.
  • Hsu, Y. S. & Fang, S.-C. (2019). Opportunities and challenges of STEM education. In Asia-Pacific STEM Teaching Practices, 1–16.
  • Hsu, Y. S., Lai, T. L., & Hsu, W. H. (2015). A design model of distributed scaffolding for inquiry-based learning. Research in Science Education, 45, 241-273. https://doi.org/10.1007/s11165-014-9421-2
  • Huang, B., Jong, M. S. Y., Tu, Y. F., Hwang, G. J., Chai, C. S., & Jiang, M. Y. C. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education, 189, 104577. https://doi.org/10.1016/j.compedu.2022.104577
  • Jasper, M. A. (1994). Issues in phenomenology for researchers of nursing. Journal of advanced nursing, 19(2), 309-314. https://doi.org/10.1111/j.1365-2648.1994.tb01085.x
  • Joseph, O. & Nwankwo, C. (2024). Bridging the digital divide in STEM education: Strategies and best practices. Engineering Science & Technology Journal. 5. 2435-2453. https://doi.org/10.51594/estj.v5i8.1378.
  • Karademir, E., Sarıkahya, E. & Altunsoy, K. (2017). The perceptions of the science teachers toward to the concept of skill: a phenomenological study. Eskişehir Osmangazi University Journal of Social Sciences, 18(1), 53-71. https://doi.org/10.17494/ogusbd.330740
  • Kayan‑Fadlelmula, F., Sellami, A., Abdelkader, N., & Umer, S. (2022). A systematic review of STEM education research in the GCC countries: Trends, gaps and barriers. International Journal of STEM Education, 9(1), 2. https:// doi. org/ 10. 1186/ s40594‑ 021‑ 00319‑7
  • Keller, T.E., & Pearson, G. (2012). A framework for K-12 science education: Increasing opportunities for student learning. Technology & Engineering Teacher, 71(5). 12-18.
  • Kırmızıbiber, A. (2024). Öğretmenlerin stem yaklaşımına yönelik görüşleri [Yayımlanmamış yüksek lisans tezi]. Atatürk Üniversitesi.
  • Kızılay, E. (2024). Pre-service science teachers’ opinions about stem disciplines and education. The Journal of Academic Social Science Studies, 6(47), 403-417. https://doi. org/10.9761/JASSS3464
  • Kurt, M., & Benzer, S. (2024). Examining the stem course plan preparation skills and opinions of preservice science teachers on stem applicatıons. Sosyal Bilimler Elektronik Dergisi/Electronic Journal of Social Sciences, 2022(10), 84-134. https://doi. org/10.29228/sbe.62516
  • Lacey, T. A., & Wright, B. (2009). Employment outlook: 2008-18-occupational employment projections to 2018. Monthly Lab. Rev., 132, 82.
  • Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7(11), 1-16. https:// doi. org/ 10. 1186/ s40594- 020- 00207-6
  • Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons. Report for the Australian Council of Learned Academies, 27. http:// hdl. handle. net/ 10536/ DRO/ DU: 30059 041
  • Mauch, E. (2001). Using technological innovation to improve the problem-solving skills of middle school students: educators' experiences with the lego mindstorms robotic invention system. The clearing house, 74(4), 211-213. https://doi.org/10.1080/00098650109599193
  • Moh'd, S. S., Uwamahoro, J., Joachim, N., & Orodho, J. A. (2021). Assessing the level of secondary mathematics teachers' pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), 1-11. https://doi.org/10.29333/ejmste/10883
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There are 65 citations in total.

Details

Primary Language English
Subjects Curriculum and Instration (Other)
Journal Section Research Article
Authors

Nadir Aksoy 0009-0008-9756-4326

Hatice Yıldız 0000-0003-2365-6937

Submission Date February 5, 2025
Acceptance Date November 3, 2025
Publication Date December 22, 2025
Published in Issue Year 2025 Volume: 14 Issue: 4

Cite

APA Aksoy, N., & Yıldız, H. (2025). Examining Teachers’ Views on STEM Education as an Interdisciplinary Approach. Cumhuriyet Uluslararası Eğitim Dergisi, 14(4), 919-939. https://doi.org/10.30703/cije.1633629

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