STEM Eğitimi Uygulamalarına Yönelik Sınıf Öğretmeni Adaylarının Görüşleri

Year 2022, , 196 - 204, 28.02.2022

Pınar Bal

https://doi.org/10.24106/kefdergi.827003

Abstract

Bu çalışmanın amacı sınıf öğretmeni adaylarının fen, teknoloji, mühendislik ve matematik alanlarının birleştirilmesiyle önemli bir eğitim disiplini halini alan STEM eğitimi uygulamalarına yönelik görüşlerinin belirlenmesidir. Araştırma nitel araştırma yöntemlerinden durum çalışmasına dayalı olarak tasarlanmıştır. Çalışma, amaçlı örneklem yöntemlerinden ölçüt örnekleme yöntemi ile belirlenen 57 katılımcı ile yürütülmüştür. Veri toplama aracı olarak araştırmacı tarafından geliştirilen STEM konusunda yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analiz sürecinde ise betimsel analiz tekniği kullanılmıştır. Bu kapsamda öncelikle araştırma sorularından yola çıkarak genel bir çerçeve oluşturulmuştur ve elde edilen verilerin hangi kategorilerde olabileceği belirlenmiştir. Araştırmanın sonucunda sınıf öğretmeni adaylarının genel olarak STEM eğitiminin fen, teknoloji, mühendislik ve matematik alanları ile ilgili olduğunu, günlük hayatla ilişkili problemleri kapsadığını, öğrencilere çeşitli beceriler kazandırdığını, kalıcı öğrenme sağladığını ve farklı bakış açısı kazandırdığını düşündükleri sonucuna ulaşılmıştır. Ayrıca, STEM etkinliklerinin matematik derslerinde uygulanabilme durumunda hem öğretmenlerin hem de öğrencilerin zaman yönetimi, bireysel farklılıklarla başa çıkma, etkinlik hazırlama bağlamında sorunlar yaşayabilecekleri sonucuna ulaşılmıştır.

Keywords

STEM, STEM eğitimi,, öğretmen adayı

Supporting Institution

Çukurova Üniversitesi BAP birimi

Project Number

SYL-2018-10216

Opinions of Classroom Teacher Candidates on STEM Education

Abstract

Purpose: Scientific and technological developments in the last century have undoubtedly been realized in the light of new
paradigms that have taken place in education programs. Especially advances in science, technology, engineering and
mathematics have been transformed into new inventions and products. From this point of view, STEM, which has become an
important education discipline by combining the fields of science, technology, engineering and mathematics, has enabled
learners to absorb, synthesize and apply the information they have acquired with an interdisciplinary perspective. It is
considered important and necessary to learn. Based on this idea, this study was conducted in order to examine the opinions of
teacher candidates studying in the primary school teaching department about STEM education after STEM education.
Design/Methodology/Approach: This research is a qualitative study aimed at determining the opinions of teacher candidates
on STEM education. The study was conducted based on a case study, one of the qualitative research methods. Working group
of the study consisted of 57 teacher candidates educating at a state university in southern Turkey. The sample of the study was
determined by the criterion sampling method, one of the purposeful sampling methods.
Findings: It was concluded that the classroom teacher candidates generally thought that STEM education was related to
science, technology, engineering and mathematics fields, that it included daily life lesson problems, that it gave teacher skills,
provided permanent learning and gained perspectives. In addition, it was concluded that in the case of applying STEM activities
in mathematic lessons, both teachers and teaching time management may have problems in the context of preparing headings
individually.
Highlights: According to these results, applied trainings can be given to both in-service processes and teacher candidates and
teachers to solve such problems. In addition, this study turned out to be about the participants following education in the
classroom teaching department. In cooperation with students studying in mathematics, science and engineering departments
on STEM education, new studies can also be conducted to examine their thoughts on STEM education and applications.

Keywords

Stem, Stem Education, Teacher Candidate, Classroom teacher candidate

Project Number

SYL-2018-10216

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