Probleme Dayalı STEM Uygulamalarının Fen Bilgisi Öğretmen Adaylarının STEM Eğitimine İlişkin Görüşlerine Etkisi

Year 2023, , 58 - 81, 29.12.2023

Seyyit Altunışık , Salih Uzun

https://doi.org/10.58637/egebad.1392248

Abstract

STEM eğitmenlerinin STEM eğitimine yönelik görüşleri öğrencilerin 21. yy. becerilerini kazanmalarını sağlamak için gereken yöntem ve araçları kullanmalarını şekillendirir. Bu nedenle STEM eğitmenlerinin ‘STEM eğitimine, disiplinler arası ilişkilere ve STEM disiplinlerinin öğretim programına entegrasyonuna’ yönelik görüşleri önemlidir. Bu çalışmanın amacı probleme dayalı STEM uygulamalarının fen bilgisi öğretmen adaylarının STEM eğitimine yönelik görüşlerine etkisinin incelenmesidir. Bu amaca yönelik araştırma deseni olarak kontrol grupsuz ön test-son test desen kullanılmıştır. Çalışmanın katılımcılarını bir devlet üniversitesindeki fen bilgisi öğretmenliği programına kayıtlı 3. sınıf öğretmen adayları (19 kadın, 8 erkek) oluşturmaktadır. Öğretmen adaylarının STEM eğitimine yönelik görüşlerini tespit etmek için uygulama öncesi ve uygulama sonrası öğretmen adayları ile bireysel görüşmeler yapılmıştır. Araştırmanın sonuçlarına göre probleme dayalı STEM uygulamalarının öğretmen adaylarının STEM eğitimine yönelik farkındalıkları, STEM’in dört temel disiplini arasındaki ilişkilere bakış açıları ve STEM yaklaşımının öğretim programına entegrasyonuna yönelik görüşlerinin pozitif yönde bir gelişim gösterdiği tespit edilmiştir.

Keywords

Probleme Dayalı STEM, STEM Farkındalık, Disiplinler Arası İlişki, Program Entegrasyonu

The Effect of Problem-Based STEM Implementations on Pre-Service Science Teachers' Views on STEM Education

Abstract

STEM educators' views on STEM education shape their use of methods and tools required to enable students to acquire 21st-century skills. Therefore, STEM educators' views on 'STEM education, interdisciplinary connections and integration of STEM disciplines into the curriculum' are essential. This study examines the effect of problem-based STEM implementations on pre-service science teachers' views on STEM education. For this purpose, a pre-test-post-test design without a control group was used as the research design. The study participants were 3rd-year pre-service teachers (19 female, 8 male) registered in the science teaching programme at a state university. To determine pre-service teachers' views on STEM education, individual interviews were conducted with pre-service teachers before and after the implementation. According to the study results, it was determined that the problem-based STEM implementations positively improved pre-service teachers' awareness of STEM education, their perspectives on the connections between the four fundamental disciplines of STEM, and their views on integrating the STEM approach into the curriculum.

Keywords

Problem Based STEM, STEM Awareness, Interdisciplinary Connection, Curriculum Integration

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