Research Article
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The Impact of Socio-Scientific Activities on Middle School Students’ Attitudes and Views towards STEM

Year 2024, Volume: 14 Issue: 1, 33 - 59, 29.04.2024
https://doi.org/10.19126/suje.1295503

Abstract

In this study, middle school students were encouraged to develop STEM based socio-scientific activities, and as a result, their attitudes and opinions towards STEM were investigated. Mixed nested method was used in this research. Sample of the study consists of 16 seventh grade students, who got educated during the 2017-18 academic year in an eastern province of Turkey. The study lasted 24 weeks during an academic year. Data was collected by using STEM Attitude Scale, STEM Interview Form, Field Notes and Informal Meetings. The research findings indicated that engagement in STEM-based socio-scientific activities significantly enhanced participants' attitudes towards STEM disciplines. Moreover, this active involvement positively impacted their skills and aspirations, fostering a greater inclination toward selecting professions and careers geared towards creating innovations to enhance human life. Additionally, it was concluded that the activities positively affected their knowledge and motivation about STEM and socialization features such as communication, interaction and sharing.

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References

  • Acar, S., Meydan, M.C., Kazancık, L.B., & Işık, M. (2019). Socio-economic development ranking research of provinces and regions SEGE 2017 [Socio-economic development ranking research of provinces and regions SEGE 2017]. Ankara: General Directorate of Development Agencies Publishing.
  • Akin, V. (2019). The effect of STEM practices on seventh grades’ attitudes toward STEM, science process skills and career choice, (Unpublihed Master Thesis). The Institute of Social Sciences, Afyon Kocatepe University, Afyonkarahisar.
  • Aykac, N. (2018). A comparative analysis of the pre-school teacher training programs in Mugla Sitki Kocman University in Turkey and Kent State University in the USA. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 624-649.
  • Blackley, S., & Howell, J. (2015). A STEM narrative: 15 years in the making. Australian Journal of Teacher Education, 40(7), 101–112.
  • Baker, S. E., & Edwards, R. (2012). How many qualitative interviews is enough? National Center for Research Methods. Available at: http://eprints.ncrm.ac.uk/2273/.
  • Benek, I., & Akcay, B. (2022). The effects of socio-scientific STEM activities on 21st century skills of middle school students. Participatory Educational Research, 9(2), 25-52. Benek, I., & Akcay, B. (2019). Development of STEM Attitude Scale for secondary school students: Validity and reliability study. International Journal of Education in Mathematics Science and Technology, 7(1), 32-52.
  • Bottia, M. C., Stearns, E., Mickelson, R. A., & Moller, S. (2017). Boosting the numbers of STEM Majors? The role of high schools with a STEM program. Science Education Policy, 120(1), 85-107.
  • Bozkurt Altan, E., Ozturk, N., & Turkoglu, A. Y. (2018). Socio-scientific issues as a context for STEM education: A case study research with pre-service science teachers. European Journal of Educational Research, 7(4), 805-812.
  • Bozkurt Altan, E., Ucuncuoglu, I., & Zileli, E. (2019). Investigation of career awareness of stem fields of the regional boarding secondary schools students. Kastamonu Education Journal, 27(2), 785-797.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.
  • Cheng, M. M. W., & Leung, J. S. C. (2022). Socioscientific Issues as a STEM Education Approach. In: Peters, M.A. (Eds.) Encyclopedia of Teacher Education. Singapore: Springer. https://doi.org/10.1007/978-981-13-1179-6_438-1
  • Creswell, J.W. & Creswell, J.D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th Ed). Thousand Oaks: SAGE
  • Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.
  • Cobern, W. W. & Adams, B., AJ (2020). When interviewing: How many is enough. International Journal of Assessment Tools in Education, 7(1), 73–79.
  • Dogan, İ. (2019). Determine The Effect of Science, Technology, Engineering and Mathematics (STEM) activities on the academic success in the science course, science process skills, attitudes towards science subjects and attitudes towards STEM of The 7th grade students, (Unpublished Doctoral Dissertation). Balikesir University, Balikesir.
  • Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012). Contextualizing nature of science instruction in socioscientific issues. International Journal of Science Education, 34(15), 2289-2315.
  • Ercan, S. (2014). The usage of engineering practices in science education: Design based science learning, (Unpublished Doctoral Dissertation). Marmara University, Istanbul.
  • Fitzpatrick, E. (2007). Innovation America: A Final report. Washington, D. C: National Governors Association
  • Gencer, A. (2015). Scientific and engineering practices in science education: Twirl Activity. Journal of Inquiry Based Activities 5(1), 1-19.
  • Gulhan, F., & Sahin, F. (2016). The effects of Science-Technology-Engineering-Math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. International Journal of Human Sciences, 13(1), 602-620.
  • Gull, C., Levenson Goldstein, S. & Rosengarten, T. (2022). STEM learning and loose parts in early elementary classrooms: A scopıng review. International Online Journal of Primary Education (IOJPE), 11 (2), 279-292.
  • Higde, E. (2018). Investigation the effect of the STEM activities prepared for 7th class students in terms of different variables, (Unpublished Doctoral Dissertation). Adnan Menderes University, Aydin.
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses. 26 March 2021 retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1165&context=ncete_publications
  • Khishfe, R. (2017). Consistency of nature of science views across scientific and socioscientific contexts. International Journal of Science Education, 39(4), 403-432.
  • Klop, T., & Severiens, S. (2007). An exploration of attitudes towards modern biotechnology: A study among Dutch secondary school students. International Journal of Science Education, 29(5), 663-679.
  • Lacey, T. A., & Wright, B. (2009). Occupational employment projections to 2018. Monthly Labor Review, 132(11), 82-123.
  • Ministry of National Education (MoNE). (2016). STEM eğitimi raporu. 3 May 2019 retreived from https://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf
  • Ministry of National Education (MoNE). (2018). Fen Bilimleri Dersi Öğretim Programı. 3 December 2023 retreived from https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4 %B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Miles, M. B., & M. Huberman. (1994). Qualitative data analysis: A Sourcebook of new methods. Beverly Hills, CA: Sage Publications.
  • Ozsevgec, T., Aytar, A., Celik, F., & Topakgoz, N. (2018). The views and beliefs of secondary school students about celestial bodies and life in space. Journal of Research in Education and Society, 5(1), 247-264.
  • Ozcan, H., & Kostur, H. I. (2018). Science teachers’ opinions about STEM education. Sakarya University Journal of Education, 8(4), 364-373.
  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socioscientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Tas, U., & Yenilmez, F. (2008). Role of education on developments in Turkey and return on education investment. Eskişehir Osmangazi University Journal of Social Sciences, 9(1), 155-186.
  • Treagust, D. F., & Won, M. (2023). Paradigms in science education research. In Handbook of Research on Science Education (pp. 3-27). Routledge.
  • Ulutan, E. (2018). Dünyada eğitim trendleri ve ülkemizde STEM öğrenme etkinlikleri: MEB K-12 okulları örneği. Ankara: MEB Yayınları.
  • Walker, A. K., & Zeidler, L. D. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387-1410.
  • Williams, J. (2011). STEM Education: Proceed with caution. Design and Technology Education, 16(1), 26-35.
  • Yasak, T. M. (2017). Applications of science, technology, engineering and mathematics in design based science education: sample of the theme of pressure, (Unpublished Master Thesis). Institute of Education Sciences, Cumhuriyet University, Sivas.
  • Yavuz, U. (2019). The implementation of the primary school science courses with science, technology, engineering and mathematics (STEM) activities, (Unpublished Master thesis). The Institute of Social Sciences, Afyon Kocatepe University.

SOSYO-BİLİMSEL ETKİNLİKLERİN ORTAOKUL ÖĞRENCİLERİNİN STEM'E İLİŞKİN TUTUM VE GÖRÜŞLERİNE ETKİSİ

Year 2024, Volume: 14 Issue: 1, 33 - 59, 29.04.2024
https://doi.org/10.19126/suje.1295503

Abstract

Bu çalışmada ortaokul öğrencilerinin sosyo-bilimsel konularda STEM etkinlikleri geliştirmeleri sağlanmış ve bunun sonucunda STEM'e yönelik tutum ve görüşleri incelenmiştir. Bu araştırmada karma iç içe desen kullanılmıştır. Bu araştırmanın çalışma grubunu, 2017-18 eğitim-öğretim yılında Türkiye'nin sosyo-ekonomik gelişmişlik düzeyi en düşük illerinden birinde bulunan bir devlet okulunun yedinci sınıfında öğrenim gören 16 ortaokul öğrencisi oluşturmaktadır. Çalışma grubuna birinci ve ikinci yarıyıllarda 24 hafta süreyle sosyobilimsel STEM uygulaması uygulanmıştır. Öğrenciler "Mühendislik Tasarım Aşamaları"nı kullanarak STEM etkinliklerini tasarladılar. Araştırmada veri toplama aracı olarak “STEM Tutum Ölçeği”, “STEM Görüşme Formu”, “Alan Notları” ve “Gayrı Resmi Görüşmeler” kullanılmıştır. Araştırma sonucunda, sosyo-bilimsel STEM uygulamasının öğrencilerin STEM'e yönelik tutumlarını olumlu ve kalıcı bir şekilde geliştirdiği, ayrıca meslek seçimi yapma beceri ve isteklerini ve kariyerlerini, ürünlerini/tasarımlarını/icatlarını olumlu yönde etkilediği sonucuna varılmıştır. insan hayatını kolaylaştıracak ve ihtiyaçlarını, STEM alanlarının ortak kullanımına ilişkin düşüncelerini, STEM'e yönelik ilgi ve motivasyonlarını, iletişim, etkileşim, paylaşım gibi sosyalleştirici özellikleri üzerine olumlu etkisi olmuştur.

Project Number

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References

  • Acar, S., Meydan, M.C., Kazancık, L.B., & Işık, M. (2019). Socio-economic development ranking research of provinces and regions SEGE 2017 [Socio-economic development ranking research of provinces and regions SEGE 2017]. Ankara: General Directorate of Development Agencies Publishing.
  • Akin, V. (2019). The effect of STEM practices on seventh grades’ attitudes toward STEM, science process skills and career choice, (Unpublihed Master Thesis). The Institute of Social Sciences, Afyon Kocatepe University, Afyonkarahisar.
  • Aykac, N. (2018). A comparative analysis of the pre-school teacher training programs in Mugla Sitki Kocman University in Turkey and Kent State University in the USA. Mehmet Akif Ersoy University Journal of Education Faculty, 48, 624-649.
  • Blackley, S., & Howell, J. (2015). A STEM narrative: 15 years in the making. Australian Journal of Teacher Education, 40(7), 101–112.
  • Baker, S. E., & Edwards, R. (2012). How many qualitative interviews is enough? National Center for Research Methods. Available at: http://eprints.ncrm.ac.uk/2273/.
  • Benek, I., & Akcay, B. (2022). The effects of socio-scientific STEM activities on 21st century skills of middle school students. Participatory Educational Research, 9(2), 25-52. Benek, I., & Akcay, B. (2019). Development of STEM Attitude Scale for secondary school students: Validity and reliability study. International Journal of Education in Mathematics Science and Technology, 7(1), 32-52.
  • Bottia, M. C., Stearns, E., Mickelson, R. A., & Moller, S. (2017). Boosting the numbers of STEM Majors? The role of high schools with a STEM program. Science Education Policy, 120(1), 85-107.
  • Bozkurt Altan, E., Ozturk, N., & Turkoglu, A. Y. (2018). Socio-scientific issues as a context for STEM education: A case study research with pre-service science teachers. European Journal of Educational Research, 7(4), 805-812.
  • Bozkurt Altan, E., Ucuncuoglu, I., & Zileli, E. (2019). Investigation of career awareness of stem fields of the regional boarding secondary schools students. Kastamonu Education Journal, 27(2), 785-797.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.
  • Cheng, M. M. W., & Leung, J. S. C. (2022). Socioscientific Issues as a STEM Education Approach. In: Peters, M.A. (Eds.) Encyclopedia of Teacher Education. Singapore: Springer. https://doi.org/10.1007/978-981-13-1179-6_438-1
  • Creswell, J.W. & Creswell, J.D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th Ed). Thousand Oaks: SAGE
  • Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.
  • Cobern, W. W. & Adams, B., AJ (2020). When interviewing: How many is enough. International Journal of Assessment Tools in Education, 7(1), 73–79.
  • Dogan, İ. (2019). Determine The Effect of Science, Technology, Engineering and Mathematics (STEM) activities on the academic success in the science course, science process skills, attitudes towards science subjects and attitudes towards STEM of The 7th grade students, (Unpublished Doctoral Dissertation). Balikesir University, Balikesir.
  • Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012). Contextualizing nature of science instruction in socioscientific issues. International Journal of Science Education, 34(15), 2289-2315.
  • Ercan, S. (2014). The usage of engineering practices in science education: Design based science learning, (Unpublished Doctoral Dissertation). Marmara University, Istanbul.
  • Fitzpatrick, E. (2007). Innovation America: A Final report. Washington, D. C: National Governors Association
  • Gencer, A. (2015). Scientific and engineering practices in science education: Twirl Activity. Journal of Inquiry Based Activities 5(1), 1-19.
  • Gulhan, F., & Sahin, F. (2016). The effects of Science-Technology-Engineering-Math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. International Journal of Human Sciences, 13(1), 602-620.
  • Gull, C., Levenson Goldstein, S. & Rosengarten, T. (2022). STEM learning and loose parts in early elementary classrooms: A scopıng review. International Online Journal of Primary Education (IOJPE), 11 (2), 279-292.
  • Higde, E. (2018). Investigation the effect of the STEM activities prepared for 7th class students in terms of different variables, (Unpublished Doctoral Dissertation). Adnan Menderes University, Aydin.
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses. 26 March 2021 retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1165&context=ncete_publications
  • Khishfe, R. (2017). Consistency of nature of science views across scientific and socioscientific contexts. International Journal of Science Education, 39(4), 403-432.
  • Klop, T., & Severiens, S. (2007). An exploration of attitudes towards modern biotechnology: A study among Dutch secondary school students. International Journal of Science Education, 29(5), 663-679.
  • Lacey, T. A., & Wright, B. (2009). Occupational employment projections to 2018. Monthly Labor Review, 132(11), 82-123.
  • Ministry of National Education (MoNE). (2016). STEM eğitimi raporu. 3 May 2019 retreived from https://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf
  • Ministry of National Education (MoNE). (2018). Fen Bilimleri Dersi Öğretim Programı. 3 December 2023 retreived from https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4 %B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Miles, M. B., & M. Huberman. (1994). Qualitative data analysis: A Sourcebook of new methods. Beverly Hills, CA: Sage Publications.
  • Ozsevgec, T., Aytar, A., Celik, F., & Topakgoz, N. (2018). The views and beliefs of secondary school students about celestial bodies and life in space. Journal of Research in Education and Society, 5(1), 247-264.
  • Ozcan, H., & Kostur, H. I. (2018). Science teachers’ opinions about STEM education. Sakarya University Journal of Education, 8(4), 364-373.
  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socioscientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Tas, U., & Yenilmez, F. (2008). Role of education on developments in Turkey and return on education investment. Eskişehir Osmangazi University Journal of Social Sciences, 9(1), 155-186.
  • Treagust, D. F., & Won, M. (2023). Paradigms in science education research. In Handbook of Research on Science Education (pp. 3-27). Routledge.
  • Ulutan, E. (2018). Dünyada eğitim trendleri ve ülkemizde STEM öğrenme etkinlikleri: MEB K-12 okulları örneği. Ankara: MEB Yayınları.
  • Walker, A. K., & Zeidler, L. D. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387-1410.
  • Williams, J. (2011). STEM Education: Proceed with caution. Design and Technology Education, 16(1), 26-35.
  • Yasak, T. M. (2017). Applications of science, technology, engineering and mathematics in design based science education: sample of the theme of pressure, (Unpublished Master Thesis). Institute of Education Sciences, Cumhuriyet University, Sivas.
  • Yavuz, U. (2019). The implementation of the primary school science courses with science, technology, engineering and mathematics (STEM) activities, (Unpublished Master thesis). The Institute of Social Sciences, Afyon Kocatepe University.
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

İbrahim Benek 0000-0002-7124-4905

Behiye Akçay 0000-0002-0546-8759

Project Number -
Early Pub Date April 9, 2024
Publication Date April 29, 2024
Published in Issue Year 2024 Volume: 14 Issue: 1

Cite

APA Benek, İ., & Akçay, B. (2024). The Impact of Socio-Scientific Activities on Middle School Students’ Attitudes and Views towards STEM. Sakarya University Journal of Education, 14(1), 33-59. https://doi.org/10.19126/suje.1295503