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DMÖN Destekli STEM Uygulamalarının STEM’e Yönelik Tutuma Etkisi ve Öğrenci Görüşleri

Year 2022, Volume: 11 Issue: 4, 614 - 623, 30.12.2022

Gizem Berk , Aslan Gülcü

https://doi.org/10.30703/cije.1073978

Abstract

Eğitim sürecinde öğrenilenlerin gerçek yaşamda kullanılmasını hedefleyen STEM yaklaşımı 21. Yüzyıl beklentileri açısından oldukça önemlidir. Bu nedenle, eğitim sisteminin bu bağlamda organize edilmesi ve öğrencilerin erken yaşlardan itibaren STEM alanlarına yönelik farkındalık kazanması faydalı olacaktır. Bu doğrultuda, çalışmada gerçek yaşam problemleri bağlamında geliştirilen, dinamik matematik öğrenme nesneleri (DMÖN) destekli STEM uygulamalarıyla yürütülen matematik derslerinin öğrencilerin STEM’e yönelik tutumlarına etkisini incelemek ve uygulamalara yönelik öğrenci görüşlerini belirlemek amaçlanmıştır. Çalışmada nicel ve nitel araştırma yöntemleri kullanılmıştır. Çalışma grubu Bayburt ilindeki iki ortaokulda 7. sınıfta öğrenim gören 89 öğrenciden oluşmaktadır. Veri toplama aracı olarak STEM’e yönelik tutum ölçeği ve öğrenme günlüğü kullanılmıştır. Verilerin analizinde t-testi ve içerik analizi kullanılmıştır. Ulaşılan bulgulara göre deney ve kontrol grupları arasında STEM’e yönelik tutum açısından deney grupları lehine anlamlı fark olduğu tespit edilmiştir. Öğrencilerin bu uygulamalarla öğrenmeye yönelik görüşlerinin genellikle pozitif olduğu belirlenmiştir. Öğrenciler, uygulamaların daha kolay, hızlı ve eğlenceli öğrenme sağladığını, konuyu somutlaştırdığını, derse karşı ilgiyi artırdığını ve gerçek yaşamla okul öğrenmeleri arasında bağlantı kurmalarını sağladığını belirtmişlerdir. Öğrenciler geliştirilen DMÖN’e ilişkin kullanımının kolay, motive edici, eğlenceli öğrenme ortamı sunan, aktif katılım ve ürün oluşturma fırsatı sağlayan nesneler oldukları yönünde görüş belirtirmişlerdir.

Keywords

STEM dinamik matematik öğrenme nesnesi STEM’e yönelik tutum oran-orantı yüzde

References

  • Assefa, S. G., & Rorissa, A. (2013). A bibliometric mapping of the structure of STEM education using co‐word analysis. Journal of the American Society for Information Science and Technology, 64(12), 2513-2536. doi.org/10.1002/asi.22917
  • Baran, M., Baran, M., Karakoyun, F., & Maskan, A. (2021). The influence of project-based STEM (PjbL-STEM) applications on the development of 21st century skills. Journal of Turkish Science Education, 18(4), 798-815.
  • Biklen, S. K., & Bogdan, R. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Pearson A & B.
  • Bingolbali, E., Monaghan, J., & Roper, T. (2007). Engineering students’ conceptions of the derivative and some implications for their mathematical education. International Journal of Mathematical Education in Science and Technology, 38(6), 763-777. doi.org/10.1080/00207390701453579
  • Bircan, M. A. (2019). STEM eğitimi etkinliklerinin ilkokul dördüncü sınıf öğrencilerinin STEM'e yönelik tutumlarına, 21. yüzyıl becerilerine ve matematik başarılarına etkisi (Doktora tezi). Yükseköğretim Kurulu Ulusal Tez Merkezi’nden edinilmiştir. (Tez No. 600567)
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. doi.org/10.1111/j.1949-8594.2011.00109.x
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, E., Karadeniz, Ş., & Demirel, F. (2015). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cohen, L. M., & Manion, L. (1998). Research methods in education. New York: Routledge.
  • Cook, T.D., Campbell, D.T., and Peracchio, L. (1990). Quasi experimentation. In M. D. Dunnette and L. M. Hough (Eds.), Handbook of industrial & organizational psychology (2nd ed., Vol. 1, pp. 491-576). Palo Alto, CA: Consulting Psychologists Press.
  • 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), 74-85.
  • Çepni, S., & Ormancı, Ü. (2017). Geleceğin dünyası. S. Oral (Ed.), Kuramdan uygulamaya STEM+A Eğitimi içinde (s.1-32). Ankara: Pegem Akademi. doi.org/10.14527/9786052410561.01
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th Ed.). New York: Mcgraw-Hill Education.
  • Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.
  • 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(4), 550-560. doi.org/10.1007/s10956-016-9612-x
  • Gülhan, F. ve Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi. International Journal of Human Sciences, 13(1), 602-620. doi:10.14687/ijhs.v13i1.3447
  • Gülhan, F. ve Şahin, F. (2018). The effects of STEAM (STEM+ Art) activities 7th grade students’ academic achievement, STEAM attitude and scientific creativities STEAM (STEM+ Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi. Journal of Human Sciences, 15(3), 1675-1699.
  • Honey, M., Pearson G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects and an agenda for research. Washington: The National Academic Press.
  • Karışan, D. & Yurdakul, Y. (2017). The effects of microprocessors based science technology engineering and mathematics (STEM) investigations on 6th grade students’ attitudes towards these subject areas. Adnan Menderes University Education Faculty Journal of Education Science, 8(1), 37-52.
  • Kennedy, T. J., & Odell, M. R. L. (2014). Engaging Students in STEM Education. Science Education International, 25(3), 246-258.
  • Kutch, M. (2011). Integrating science and mathematics instruction in a middle school STEM course: The impact on attitudes, career aspirations and academic achievement in science and mathematics. Doctoral thesis. Wilmington University.
  • Lai, E. R., & Viering, M. (2012, April). Assessing 21st century skills: Integrating research findings. Paper presented at the annual meeting of the NationalCouncil on Measurement in Education, Vancouver, B.C., Canada.
  • Mcmillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (7th Ed.). New York: Pearson.
  • 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: Innovations & Research, 15(3), 29-34.
  • Özcan, H., & Koca, E. (2019). The impact of teaching the subject “pressure” with STEM approach on the academic achievements of the secondary school 7th grade students and their attitudes towards STEM. Education and Science, 44(198), 201-227. doi.org/10.15390/EB.2019.7902
  • Özçelik, A. ve Akgündüz, D. (2018). Üstün/özel yetenekli öğrencilerle yapılan okul dışı STEM eğitiminin değerlendirilmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 334-351.
  • Rehmat, A. P. (2015). Engineering the path to higher-order thinking in elementaryeducation: a problem-based learning approach for STEM integration (Doctoral Dissertation). Retrieved
  • Riechert, S. E., & Post, B. K. (2010). From skeletons to bridges & other, STEM enrichment exercises for high school biology. The American Biology Teacher, 72(1), 20-22. doi.org/10.1525/abt.2010.72.1.6
  • Smith, J. & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: a literary review and a manual for administrators and teachers.
  • Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. doi.org/10.1007/s10798-011-9160-x
  • 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 and Science Education, 7(4), 501-522.
  • Yamak, H., Bulut, N., & Dündar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265. doi.org/10.17152/gefd.15192
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemi. Ankara: Seçkin.

The Effect of DMLO-Supported Stem Applications on Attitude Towards STEM and Student Opinions

Year 2022, Volume: 11 Issue: 4, 614 - 623, 30.12.2022

Gizem Berk , Aslan Gülcü

https://doi.org/10.30703/cije.1073978

Abstract

The STEM approach, which aims to use what is learned in the education process in real life, is essential in terms of 21st-century expectations. For this reason, it would be beneficial to organize the education system in this context and raise students’ awareness of STEM fields from an early age. In this direction, it is aimed to examine the effects of mathematics lessons conducted with STEM applications developed in the context of real-life problems and supported by dynamic mathematics learning objects, on students' attitudes towards STEM and to determine student views on the applications. Quantitative and qualitative research methods were used in the study. The study group consisted of 89 7th-grade students studying in two different secondary schools in Bayburt. Attitude scales towards STEM and learning diaries were used as data collection tools. Independent groups t-test and content analysis were used in the data analysis. According to the quantitative results, there was a significant difference in favor of the experimental groups in terms of attitudes toward STEM between the experimental and control groups. Students' views on learning with these applications are generally positive. The students stated that the applications provided easier, faster, and more enjoyable learning, concretized the subject, increased the interest in the lesson, and made connections between real life and school learning. Students stated that the developed learning objects were easy to use, motivating, and provided a fun learning environment and the opportunity for active participation and product creation.

Keywords

STEM dynamic mathematic learning object attitude towards STEM ratio-proportion percentages.

References

  • Assefa, S. G., & Rorissa, A. (2013). A bibliometric mapping of the structure of STEM education using co‐word analysis. Journal of the American Society for Information Science and Technology, 64(12), 2513-2536. doi.org/10.1002/asi.22917
  • Baran, M., Baran, M., Karakoyun, F., & Maskan, A. (2021). The influence of project-based STEM (PjbL-STEM) applications on the development of 21st century skills. Journal of Turkish Science Education, 18(4), 798-815.
  • Biklen, S. K., & Bogdan, R. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Pearson A & B.
  • Bingolbali, E., Monaghan, J., & Roper, T. (2007). Engineering students’ conceptions of the derivative and some implications for their mathematical education. International Journal of Mathematical Education in Science and Technology, 38(6), 763-777. doi.org/10.1080/00207390701453579
  • Bircan, M. A. (2019). STEM eğitimi etkinliklerinin ilkokul dördüncü sınıf öğrencilerinin STEM'e yönelik tutumlarına, 21. yüzyıl becerilerine ve matematik başarılarına etkisi (Doktora tezi). Yükseköğretim Kurulu Ulusal Tez Merkezi’nden edinilmiştir. (Tez No. 600567)
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. doi.org/10.1111/j.1949-8594.2011.00109.x
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, E., Karadeniz, Ş., & Demirel, F. (2015). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cohen, L. M., & Manion, L. (1998). Research methods in education. New York: Routledge.
  • Cook, T.D., Campbell, D.T., and Peracchio, L. (1990). Quasi experimentation. In M. D. Dunnette and L. M. Hough (Eds.), Handbook of industrial & organizational psychology (2nd ed., Vol. 1, pp. 491-576). Palo Alto, CA: Consulting Psychologists Press.
  • 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), 74-85.
  • Çepni, S., & Ormancı, Ü. (2017). Geleceğin dünyası. S. Oral (Ed.), Kuramdan uygulamaya STEM+A Eğitimi içinde (s.1-32). Ankara: Pegem Akademi. doi.org/10.14527/9786052410561.01
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th Ed.). New York: Mcgraw-Hill Education.
  • Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing.
  • 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(4), 550-560. doi.org/10.1007/s10956-016-9612-x
  • Gülhan, F. ve Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi. International Journal of Human Sciences, 13(1), 602-620. doi:10.14687/ijhs.v13i1.3447
  • Gülhan, F. ve Şahin, F. (2018). The effects of STEAM (STEM+ Art) activities 7th grade students’ academic achievement, STEAM attitude and scientific creativities STEAM (STEM+ Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi. Journal of Human Sciences, 15(3), 1675-1699.
  • Honey, M., Pearson G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects and an agenda for research. Washington: The National Academic Press.
  • Karışan, D. & Yurdakul, Y. (2017). The effects of microprocessors based science technology engineering and mathematics (STEM) investigations on 6th grade students’ attitudes towards these subject areas. Adnan Menderes University Education Faculty Journal of Education Science, 8(1), 37-52.
  • Kennedy, T. J., & Odell, M. R. L. (2014). Engaging Students in STEM Education. Science Education International, 25(3), 246-258.
  • Kutch, M. (2011). Integrating science and mathematics instruction in a middle school STEM course: The impact on attitudes, career aspirations and academic achievement in science and mathematics. Doctoral thesis. Wilmington University.
  • Lai, E. R., & Viering, M. (2012, April). Assessing 21st century skills: Integrating research findings. Paper presented at the annual meeting of the NationalCouncil on Measurement in Education, Vancouver, B.C., Canada.
  • Mcmillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (7th Ed.). New York: Pearson.
  • 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: Innovations & Research, 15(3), 29-34.
  • Özcan, H., & Koca, E. (2019). The impact of teaching the subject “pressure” with STEM approach on the academic achievements of the secondary school 7th grade students and their attitudes towards STEM. Education and Science, 44(198), 201-227. doi.org/10.15390/EB.2019.7902
  • Özçelik, A. ve Akgündüz, D. (2018). Üstün/özel yetenekli öğrencilerle yapılan okul dışı STEM eğitiminin değerlendirilmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 334-351.
  • Rehmat, A. P. (2015). Engineering the path to higher-order thinking in elementaryeducation: a problem-based learning approach for STEM integration (Doctoral Dissertation). Retrieved
  • Riechert, S. E., & Post, B. K. (2010). From skeletons to bridges & other, STEM enrichment exercises for high school biology. The American Biology Teacher, 72(1), 20-22. doi.org/10.1525/abt.2010.72.1.6
  • Smith, J. & Karr-Kidwell, P. (2000). The interdisciplinary curriculum: a literary review and a manual for administrators and teachers.
  • Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. doi.org/10.1007/s10798-011-9160-x
  • 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 and Science Education, 7(4), 501-522.
  • Yamak, H., Bulut, N., & Dündar, S. (2014). 5. sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2), 249-265. doi.org/10.17152/gefd.15192
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemi. Ankara: Seçkin.
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Details

Primary Language Turkish
Journal Section Research Article
Authors

Gizem Berk 0000-0002-8740-6681

Aslan Gülcü 0000-0001-6857-7760

Early Pub Date December 30, 2022
Publication Date December 30, 2022
Published in Issue Year 2022Volume: 11 Issue: 4

Cite

APA Berk, G., & Gülcü, A. (2022). DMÖN Destekli STEM Uygulamalarının STEM’e Yönelik Tutuma Etkisi ve Öğrenci Görüşleri. Cumhuriyet Uluslararası Eğitim Dergisi, 11(4), 614-623. https://doi.org/10.30703/cije.1073978
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