Öz
STEM Eğitimi,
fen, teknoloji, mühendislik ve matematik disiplinlerinin birbiri ile ilişkili
ve bütüncül öğretimini esas almaktadır. STEM eğitiminin toplumun yalnızca
belirli bir kesimine hitap etmesinden kaçınılması ve toplumun dezavantajlı
kesimlerine de uygulanması önem arz etmektedir. Araştırmanın amacı
sosyo-ekonomik olarak dezavantajlı öğrencilerin ve öğretmenlerinin STEM eğitimi
deneyimine yönelik görüşlerini ortaya koymaktır. Araştırma durum çalışması
modelinde planlanmıştır. Araştırmanın çalışma grubunu Türkiye’nin kuzeyinde bir
ilde yatılı bölge okulunda öğrenim görmekte olan 34 sekizinci sınıf öğrencisi
ve bir fen bilimleri öğretmeni oluşturmuştur. Araştırmada 8. sınıfı fen
bilimleri dersi kapsamında bir ünite (Canlılar ve Hayat) STEM eğitimine uygun
olarak planlanmıştır. Araştırmanın verileri öğrencilerin günlükleri ve
uygulayıcı tarafından tutulan alan notları ile toplanmıştır. Öğrencilerin
günlüklerinden elde edilen verilerin analizi içerik analizi ile, alan notları
ise betimsel analiz ile çözümlenmiştir.
Yatılı bölge okulu öğrencileri STEM odaklı etkinlikler ile yürütülen
uygulamaları; öğrenme sürecine, 21. Yüzyıl becerilerine, STEM disiplinlerine
yönelik algılarına ve STEM alanlarında kariyer farkındalığına olumlu etkisi
olduğu şeklinde değerlendirmişlerdir. Uygulayıcı ise, uygulamaların
öğrencilerin derse katılımını ve grup çalışması becerisinin arttığını,
öğrencilerin derste eğlendiklerini ve motive olduklarını, günlük yaşam ile
öğrendiklerini ilişkilendirme, problem çözme ve tasarım becerilerinin
gelişimini sağladığı ve mühendisliğe yönelik farkındalıklarının gelişim
gösterdiği şeklinde değerlendirmiştir.
Anahtar Kelimeler
Dezavantajlı öğrenciler yatılı bölge ortaokulu öğrencileri sosyal adalet STEM
Kaynakça
- Alsbury, T. L. & Shaw. N. L. (2005). Policy implications for social justice in school district consolidation. Leadership and Policy in Schools, 4, 105–126.
- Bannister, V. R. P., Davis, J., Mutegi, J., Thompson, L. & Lewis, D. D. (2017). Returning to the root” of the problem: improvıng the social condition of african americans through mathematics education. Catalyst: A Social Justice Forum, 7(1), 4-14.
- Bozkurt Altan, E., & Ercan, S. (2016). STEM Education program for science teachers: perceptions and competencies. Journal of Turkish Science Education, 13, 103- 117.
- Bybee, R. (2010) Advancing STEM education: a 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
- Çepni, S. (2017). Kuramdan uygulamaya STEM eğitimi. Ankara. Pegem Akademi.
- Çınar, S., Pırasa, N. & Paliç Sadoğlu, G. 2016. Views of science and mathematics pre- service teachers regarding STEM. Universal Journal of Educational Research, 4(6), 1479- 1487.
- 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.
- Enslin P. (2006). Democracy, social justice and education: feminist strategies in a globalising world. Educational Philosophy and Theory, 38(1), 57-67.
- Gale, T. (2000). Rethinking social justice in schools: how will we recognize it when we see it? International Journal of Inclusive Education, 4(3), 253-269.
- Gewirtz S. (2006). Towards a contextualized analysis of social justice in education. Educational Philosophy and Theory, 38(1), 70-81.
- 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.
- Hacıoğlu, Y., Yamak, H., & Kavak, N. (2016). Mühendislik tasarım temelli fen eğitimi ile ilgili öğretmen görüşleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(3), 807-830.
- Hacıoğlu,Y., Yamak, H. & Kavak, N. (2017). The opinions of prospective science teachers regarding STEM education: The engineering design based science education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 649-684
- Han, S., Yalvac, B., Capraro, M. M., & Capraro, M.R. (2015). In-service teachers' implementation of and understanding from project-based learning (PBL) in science, technology, engineering, and mathematics (STEM) project-based learning. Eurasia Journal of Mathematics, Science ve Technology Education, 11(1), 63-76.
- Karahan, E. (2015). Fantastik bir STEM masalı: robotların yükselişi. https://enginkarahan.com/ adresinden erişilmiştir.
- Karahan, E. & Bozkurt, G. (2017). STEM Eğitiminde matematiksel odaklı gerçek dünya problemleri ve matematiksel modelleme. Çepni, S (Ed.), Kuramdan uygulamaya STEM+A+E Eğitimi (s. 353-372). Ankara: Pegem Yayıncılık.
- Kınık Topalsan, A. (2018). Sınıf öğretmenliği öğretmen adaylarının geliştirdikleri mühendislik tasarım temelli fen öğretim etkinliklerinin değerlendirilmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 186-219.
- Lowrie, T., Downes, N., & Leonard, S. (2018). STEM Education for all young Australians. A Bright Spots STEM Learning Hub Foundation Paper for SVA, in partnership with Samsung. University of Canberra STEM Education Research Centre.
- Madden, P. E., Wong, C., Cruz, A. C. V., Olle, C. D. & Barnett, M. (2017). Social justice driven STEM learning (STEMJ): A curricular framework for teaching STEM in a social justice driven, urban, college access program. Catalyst: A Social Justice Forum, 7(1), 24-37.
- Muro, J. & Kottman, T. (1995). Guidance and counseling in the elementary and middle schools. Dubuque, IA: Brown &; Benchmark. National Academy of Engineering [NAE] & National Research Council [NRC] (2009).
- National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education understanding the status and improving the prospects. Edt. Katehi, L., Pearson, G. & Feder, M. Washington, DC: National Academies Press.
- National Research Council [NRC]. (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
- Parker, C.E., Pillai, S., Roschelle, J. (2016). Next generation STEM learning for all: A report from the NSF supported forum. Waltham, MA: Education Development Center.
- Peterman, K., Daugherty, J. L., Custer, R. L., & Ross, J. M. (2017). Analysing the integration of engineering in science lessons with the engineering-infused lesson rubric. International Journal of Science Education, 39(14), 1913–1931.
- Rogers, C., & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education: Innovations & Research, 5(3/4), 17-28.
- Samaras, A. P. & Freese, A. R. (2009). Looking back and looking forward-An historical overview of the self-study school. Lassonde, C. A., Galman, S., Kosnik, C. (Eds.). Self-study research methodologies for teacher educators (s. 3-21). Netherlands: Sense Publishers.
- Schnittka, C. & Bell, R. (2011). Engineering design and conceptual change in science: addressing thermal energy and heat transfer in eighth grade. International Journal of Science Education, 33(13), 1861-1887.
- Scott, C. (2017). STEM education and social justice. Catalyst: A Social Justice Forum, 7(1), 1-2.
- Sondel, B., Koch, J., Carrier, S. & Walkowiak, T. (2017). Toward a theory of teacher education for justice-oriented STEM. Catalyst, 7(1), 38-52.
- Sturman, A. (1997). Social justice in education. Camberwell Victoria: ACER Press.
- Tomul, E. (2009). İlköğretim okullarındaki sosyal adalet uygulamalarına ilişkin yönetici görüşleri. Eğitim ve Bilim, 34(152), 126-137.
- Türk Dil Kurumu (2018). Güncel Türkçe Sözlük, http://www.tdk.gov.tr/index.php?option=com_bts&view=bts&kategori1=veritbn&kelimesec=288671 adresinden erişilmiştir.
- Üçüncüoğlu, İ. (2018). Fen bi̇lgi̇si̇ öğretmen adaylarına yöneli̇k STEM odaklı laboratuvar uygulamalarının tasarlanması ve etki̇li̇li̇ği̇ni̇n araştırılması. Yayımlanmamış Yüksek Lisans Tezi. Sinop Üniversitesi, Eğitim Bilimleri Enstitüsü, Sinop.
- Wang, H. H., Moore, T. J., Roehrig, G. H. & Park, M. S. (2011). STEM integration: teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1–13.
- Wong, V., Dillon, J., King, H. (2017). STEM and social justıce: mutually incompatible?. European Science Education researchh Association (ESERA) Conference, Dublin City, Dublin, Ireland.
- Yazar (2017).
- Yazar & Yazar, 2017
- Yin R. K. (2009). Case study research: Design and methods (4th ed.). SAGE Pub. Thousand Oaks, California.
Öz
STEM
education is based on interrelated and holistic teaching of the disciplines of
science, technology, engineering and mathematics. It is important to ensure
that STEM education does not address a certain category of society only but
that it is also applied to disadvantaged segments of society. The aim of the
present study is to identify the opinions of socio-economically disadvantaged
students and their teachers about STEM education experience. The study was
planned according to the case study model. The participants of the research
consisted of a teacher and 34 Grade-8 students studying in a regional boarding
school (RBS) in a northern province of Turkey. In the study, a unit (Living
Beings and Life) within the scope of 8th grade science course was planned in
accordance with STEM education. The data of the study were collected through
student diaries and the field notes taken by the teacher. The data obtained
from student diaries were subjected to content analysis, and the field notes
were analysed with descriptive analysis. It was determined that the RBS
students evaluated STEM-focused activities and the related applications in
terms of their contributions to their learning process, 21st-century skills,
their perceptions about STEM disciplines and the development of their career
awareness on STEM fields. The results obtained from the teachers’ field notes
showed that the students’ participation and group work skills increased, that
the students had fun and became motivated in the course, and that they
experienced an improvement in their skills of associating what they learned
with their daily life, solving problems and designing and in their engineering
awareness.
Anahtar Kelimeler
Disadvantaged students regional boarding secondary school students social justice STEM
Kaynakça
- Alsbury, T. L. & Shaw. N. L. (2005). Policy implications for social justice in school district consolidation. Leadership and Policy in Schools, 4, 105–126.
- Bannister, V. R. P., Davis, J., Mutegi, J., Thompson, L. & Lewis, D. D. (2017). Returning to the root” of the problem: improvıng the social condition of african americans through mathematics education. Catalyst: A Social Justice Forum, 7(1), 4-14.
- Bozkurt Altan, E., & Ercan, S. (2016). STEM Education program for science teachers: perceptions and competencies. Journal of Turkish Science Education, 13, 103- 117.
- Bybee, R. (2010) Advancing STEM education: a 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
- Çepni, S. (2017). Kuramdan uygulamaya STEM eğitimi. Ankara. Pegem Akademi.
- Çınar, S., Pırasa, N. & Paliç Sadoğlu, G. 2016. Views of science and mathematics pre- service teachers regarding STEM. Universal Journal of Educational Research, 4(6), 1479- 1487.
- 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.
- Enslin P. (2006). Democracy, social justice and education: feminist strategies in a globalising world. Educational Philosophy and Theory, 38(1), 57-67.
- Gale, T. (2000). Rethinking social justice in schools: how will we recognize it when we see it? International Journal of Inclusive Education, 4(3), 253-269.
- Gewirtz S. (2006). Towards a contextualized analysis of social justice in education. Educational Philosophy and Theory, 38(1), 70-81.
- 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.
- Hacıoğlu, Y., Yamak, H., & Kavak, N. (2016). Mühendislik tasarım temelli fen eğitimi ile ilgili öğretmen görüşleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(3), 807-830.
- Hacıoğlu,Y., Yamak, H. & Kavak, N. (2017). The opinions of prospective science teachers regarding STEM education: The engineering design based science education. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(2), 649-684
- Han, S., Yalvac, B., Capraro, M. M., & Capraro, M.R. (2015). In-service teachers' implementation of and understanding from project-based learning (PBL) in science, technology, engineering, and mathematics (STEM) project-based learning. Eurasia Journal of Mathematics, Science ve Technology Education, 11(1), 63-76.
- Karahan, E. (2015). Fantastik bir STEM masalı: robotların yükselişi. https://enginkarahan.com/ adresinden erişilmiştir.
- Karahan, E. & Bozkurt, G. (2017). STEM Eğitiminde matematiksel odaklı gerçek dünya problemleri ve matematiksel modelleme. Çepni, S (Ed.), Kuramdan uygulamaya STEM+A+E Eğitimi (s. 353-372). Ankara: Pegem Yayıncılık.
- Kınık Topalsan, A. (2018). Sınıf öğretmenliği öğretmen adaylarının geliştirdikleri mühendislik tasarım temelli fen öğretim etkinliklerinin değerlendirilmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 186-219.
- Lowrie, T., Downes, N., & Leonard, S. (2018). STEM Education for all young Australians. A Bright Spots STEM Learning Hub Foundation Paper for SVA, in partnership with Samsung. University of Canberra STEM Education Research Centre.
- Madden, P. E., Wong, C., Cruz, A. C. V., Olle, C. D. & Barnett, M. (2017). Social justice driven STEM learning (STEMJ): A curricular framework for teaching STEM in a social justice driven, urban, college access program. Catalyst: A Social Justice Forum, 7(1), 24-37.
- Muro, J. & Kottman, T. (1995). Guidance and counseling in the elementary and middle schools. Dubuque, IA: Brown &; Benchmark. National Academy of Engineering [NAE] & National Research Council [NRC] (2009).
- National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education understanding the status and improving the prospects. Edt. Katehi, L., Pearson, G. & Feder, M. Washington, DC: National Academies Press.
- National Research Council [NRC]. (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
- Parker, C.E., Pillai, S., Roschelle, J. (2016). Next generation STEM learning for all: A report from the NSF supported forum. Waltham, MA: Education Development Center.
- Peterman, K., Daugherty, J. L., Custer, R. L., & Ross, J. M. (2017). Analysing the integration of engineering in science lessons with the engineering-infused lesson rubric. International Journal of Science Education, 39(14), 1913–1931.
- Rogers, C., & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education: Innovations & Research, 5(3/4), 17-28.
- Samaras, A. P. & Freese, A. R. (2009). Looking back and looking forward-An historical overview of the self-study school. Lassonde, C. A., Galman, S., Kosnik, C. (Eds.). Self-study research methodologies for teacher educators (s. 3-21). Netherlands: Sense Publishers.
- Schnittka, C. & Bell, R. (2011). Engineering design and conceptual change in science: addressing thermal energy and heat transfer in eighth grade. International Journal of Science Education, 33(13), 1861-1887.
- Scott, C. (2017). STEM education and social justice. Catalyst: A Social Justice Forum, 7(1), 1-2.
- Sondel, B., Koch, J., Carrier, S. & Walkowiak, T. (2017). Toward a theory of teacher education for justice-oriented STEM. Catalyst, 7(1), 38-52.
- Sturman, A. (1997). Social justice in education. Camberwell Victoria: ACER Press.
- Tomul, E. (2009). İlköğretim okullarındaki sosyal adalet uygulamalarına ilişkin yönetici görüşleri. Eğitim ve Bilim, 34(152), 126-137.
- Türk Dil Kurumu (2018). Güncel Türkçe Sözlük, http://www.tdk.gov.tr/index.php?option=com_bts&view=bts&kategori1=veritbn&kelimesec=288671 adresinden erişilmiştir.
- Üçüncüoğlu, İ. (2018). Fen bi̇lgi̇si̇ öğretmen adaylarına yöneli̇k STEM odaklı laboratuvar uygulamalarının tasarlanması ve etki̇li̇li̇ği̇ni̇n araştırılması. Yayımlanmamış Yüksek Lisans Tezi. Sinop Üniversitesi, Eğitim Bilimleri Enstitüsü, Sinop.
- Wang, H. H., Moore, T. J., Roehrig, G. H. & Park, M. S. (2011). STEM integration: teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1–13.
- Wong, V., Dillon, J., King, H. (2017). STEM and social justıce: mutually incompatible?. European Science Education researchh Association (ESERA) Conference, Dublin City, Dublin, Ireland.
- Yazar (2017).
- Yazar & Yazar, 2017
- Yin R. K. (2009). Case study research: Design and methods (4th ed.). SAGE Pub. Thousand Oaks, California.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Ekim 2019 |
| Gönderilme Tarihi | 4 Eylül 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 10 Sayı: 4 |