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An Investigation of the Views on the Integration of Science Technology and Mathematics in a Mathematics Teacher Education Program

Year 2015, Volume: 32 Issue: 1, 3 - 15, 01.01.2015

Abstract

STEM is a new concept for Turkey. Interest is increasing in the academic community of the related fields and

especially in the field of education of science and mathematics. At the practical level there are sparse

individual efforts of practice in high schools by teachers of science and mathematics. Therefore our primary

aim is to understand how this idea is reflected in the minds of teacher candidates of the related fields in a nonintegrated

mathematics-science program. We also analyzed the curricula followed in the above programs.

Our sample consisted of 349 teacher candidates from the departments of mathematics, science and computer

education and instructional technologies education who were in their final years. For this inquiry we use a

mixed methods strategy. We use both quantitative and qualitative data. Quantitative data comes from the

scale developed by the researchers “The integration of STEM” and also from a questionnaire for the

demographics of the sample. Qualitative data comes from the programs used in the departments. Document

analysis method and descriptive & inferential statistics techniques, are used to analyze data from the scale

and from the questionnaire. Findings of the study suggest positive attitudes towards STEM integration.

Findings also indicate similar and different attitudes with respect to the department. Reasons for these were

discussed with regard to the current literature and to the curricula of the departments under study.

References

  • Austin, J.D., Converse, R.E, Sass, R.L. & Tomlins, R. (1992). Coordinating Secondary School Science and Mathematics, School Science and Mathematics, 92(2), 64- 68.
  • Ayas, A., Aydin, E. & Corlu, M.S. (2013). Mathematics and science assessment in the Turkish educational system. Middle Grades Research Journal, 8, 11-24.
  • Aydın, E. & Delice, A. (2007). Experiences of Mathematics Student Teachers in a Series of Science Experiments 6th World Scientific and Engineering Academy and Society (WSEAS) International Conference on Education and Educational Technology. Venice, Italy.
  • Aydın, E., Delice, A, Derin, G. & Yaşin, Ö., (2016). Fen, Matematik ve Teknoloji Eğitiminin Bütünleştirilmesi Ölçek Çalışması. International Journal of Educational Studies in Mathematics (IJESIM). 2(2), 1-13.
  • Berlin, D.F. & White, A.L. (2012). A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics. Science, and Technology Education.112(1), 20–30.
  • Corlu, M.S. Capraro, R.M. & Capraro, M.M. (2014). Introducing STEM Education: Implications for Educating Our Teachers For the Age of Innovation. Education and Science. 39(171).
  • Corlu, M. S., Capraro, R. M., & Çorlu, M. A. (2015). Investigating the mental readiness of pre-service teachers for integrated teaching. International Online Journal of Educational Sciences, 7(1), 17-28.
  • Corlu, M.A. & Aydin, E. (2016). Evaluation of learning gains through integrated STEM projects. International Journal of Education in Mathematics, Science and Technology, 4(1), 20-29. DOI:10.18404/ijemst.35021.
  • Çorlu, M. S. (2014). FeTeMM eğitimi araştırmaları: Alanda merak edilenler, fırsatlar ve beklentiler [STEM education research: Latest trends, opportunities, and expectations]. Turkish Journal of Educational Research, 3(1), 4-10.
  • Delice, A. & Roper, T. (2006). Implications of a comparative study for mathematics education in the English education system. Teaching Mathematics and its Applications: An International Journal of the IMA. 2, 64 – 72.
  • Derin, G. Yaşin, Ö., Aydın, E. & Delice, A. (2014). Turkish Teacher Candidates’ Attitudes on the Integration of STEM Fields. Paper presented in the International Society of Educational Research conference. Nevşehir, Türkiye.
  • Foss, D. H., & Pinchback, C L. (1998). An interdisciplinary approach to science, mathematics, and reading: Learning as children learn. School Science and Mathematics, 98(3), 149-155.
  • Furner, J., & Kumar, D. (2007). The mathematics and science integration argument: a stand for teacher education. Eurasia Journal of Mathematics, Science & Technology,3(3), 185–18.
  • Hartzler, D. (2000). A meta-analysis of studies conducted on integrated curriculum programs and their effects on student achievement. Doctoral dissertation. Retrieved from ProQuest Dissertations and Theses (UMI No: 9967119).
  • Delice, A. and Kertil, M. (2015). Investigating the representational fluency of preservice mathematics teachers in a modelling process. International Journal of Science and Mathematics Education 13(3): 631-656.
  • Kertil, M. & Gurel, C. (2016). Mathematical modeling: A bridge to STEM education. International Journal of Education in Mathematics, Science and Technology, 4(1), 44-55. DOI:10.18404/ijemst.95761.
  • Leatham K. R. (2002). Preservice secondary mathematics teachers’ beliefs about teaching with technology. Unpublished Doctoral Dissertation, University of Georgia, Athens, GA.
  • McKinsey & Company Report. (2010). Closing the talent gap: Attracting and retaining top third graduates to careers in teaching. Retrieved from www.mckinsey.com/clientservice/socialsector.
  • Ministry of National Education. (2009a). İlköğretim matematik dersi 1-5. sınıflar öğretim programı [Primary schools mathematics education program for grades 1-5]. Ankara, Turkey.
  • Ministry of National Education. (2009b). İlköğretim matematik dersi 6-8. Sınıflar öğretim programı ve kilavuzu [Primary schools mathematics education program and guide for grades 6-8]. Ankara, Turkey
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics.
  • National Research Council (1996). National Committee on Science Education Standards and Assessment.
  • Wilson M., Cooney T. J. (2002). Mathematics teacher change and development. In: Leder G. C., Pehkonen E., Törner G. (eds), Beliefs: A hidden variable in mathematics education? Vol. 31. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 127–147.
  • Yağcı, Y. (2010). A different view of the Bologna process: The case of Turkey. European Journal of Education, 45(4), 588-600.
Year 2015, Volume: 32 Issue: 1, 3 - 15, 01.01.2015

Abstract

References

  • Austin, J.D., Converse, R.E, Sass, R.L. & Tomlins, R. (1992). Coordinating Secondary School Science and Mathematics, School Science and Mathematics, 92(2), 64- 68.
  • Ayas, A., Aydin, E. & Corlu, M.S. (2013). Mathematics and science assessment in the Turkish educational system. Middle Grades Research Journal, 8, 11-24.
  • Aydın, E. & Delice, A. (2007). Experiences of Mathematics Student Teachers in a Series of Science Experiments 6th World Scientific and Engineering Academy and Society (WSEAS) International Conference on Education and Educational Technology. Venice, Italy.
  • Aydın, E., Delice, A, Derin, G. & Yaşin, Ö., (2016). Fen, Matematik ve Teknoloji Eğitiminin Bütünleştirilmesi Ölçek Çalışması. International Journal of Educational Studies in Mathematics (IJESIM). 2(2), 1-13.
  • Berlin, D.F. & White, A.L. (2012). A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics. Science, and Technology Education.112(1), 20–30.
  • Corlu, M.S. Capraro, R.M. & Capraro, M.M. (2014). Introducing STEM Education: Implications for Educating Our Teachers For the Age of Innovation. Education and Science. 39(171).
  • Corlu, M. S., Capraro, R. M., & Çorlu, M. A. (2015). Investigating the mental readiness of pre-service teachers for integrated teaching. International Online Journal of Educational Sciences, 7(1), 17-28.
  • Corlu, M.A. & Aydin, E. (2016). Evaluation of learning gains through integrated STEM projects. International Journal of Education in Mathematics, Science and Technology, 4(1), 20-29. DOI:10.18404/ijemst.35021.
  • Çorlu, M. S. (2014). FeTeMM eğitimi araştırmaları: Alanda merak edilenler, fırsatlar ve beklentiler [STEM education research: Latest trends, opportunities, and expectations]. Turkish Journal of Educational Research, 3(1), 4-10.
  • Delice, A. & Roper, T. (2006). Implications of a comparative study for mathematics education in the English education system. Teaching Mathematics and its Applications: An International Journal of the IMA. 2, 64 – 72.
  • Derin, G. Yaşin, Ö., Aydın, E. & Delice, A. (2014). Turkish Teacher Candidates’ Attitudes on the Integration of STEM Fields. Paper presented in the International Society of Educational Research conference. Nevşehir, Türkiye.
  • Foss, D. H., & Pinchback, C L. (1998). An interdisciplinary approach to science, mathematics, and reading: Learning as children learn. School Science and Mathematics, 98(3), 149-155.
  • Furner, J., & Kumar, D. (2007). The mathematics and science integration argument: a stand for teacher education. Eurasia Journal of Mathematics, Science & Technology,3(3), 185–18.
  • Hartzler, D. (2000). A meta-analysis of studies conducted on integrated curriculum programs and their effects on student achievement. Doctoral dissertation. Retrieved from ProQuest Dissertations and Theses (UMI No: 9967119).
  • Delice, A. and Kertil, M. (2015). Investigating the representational fluency of preservice mathematics teachers in a modelling process. International Journal of Science and Mathematics Education 13(3): 631-656.
  • Kertil, M. & Gurel, C. (2016). Mathematical modeling: A bridge to STEM education. International Journal of Education in Mathematics, Science and Technology, 4(1), 44-55. DOI:10.18404/ijemst.95761.
  • Leatham K. R. (2002). Preservice secondary mathematics teachers’ beliefs about teaching with technology. Unpublished Doctoral Dissertation, University of Georgia, Athens, GA.
  • McKinsey & Company Report. (2010). Closing the talent gap: Attracting and retaining top third graduates to careers in teaching. Retrieved from www.mckinsey.com/clientservice/socialsector.
  • Ministry of National Education. (2009a). İlköğretim matematik dersi 1-5. sınıflar öğretim programı [Primary schools mathematics education program for grades 1-5]. Ankara, Turkey.
  • Ministry of National Education. (2009b). İlköğretim matematik dersi 6-8. Sınıflar öğretim programı ve kilavuzu [Primary schools mathematics education program and guide for grades 6-8]. Ankara, Turkey
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics.
  • National Research Council (1996). National Committee on Science Education Standards and Assessment.
  • Wilson M., Cooney T. J. (2002). Mathematics teacher change and development. In: Leder G. C., Pehkonen E., Törner G. (eds), Beliefs: A hidden variable in mathematics education? Vol. 31. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 127–147.
  • Yağcı, Y. (2010). A different view of the Bologna process: The case of Turkey. European Journal of Education, 45(4), 588-600.
There are 24 citations in total.

Details

Journal Section Original Articles
Authors

Ali Delice

Emin Aydın

Gökhan Derin This is me

Ömer Yaşın This is me

Publication Date January 1, 2015
Published in Issue Year 2015 Volume: 32 Issue: 1

Cite

APA Delice, A., Aydın, E., Derin, G., Yaşın, Ö. (2015). An Investigation of the Views on the Integration of Science Technology and Mathematics in a Mathematics Teacher Education Program. Bogazici University Journal of Education, 32(1), 3-15.