Examining A Long-Term Activity Process For The Field Of Engineering Design Skills

Year 2023, Volume: 8 Issue: 2, 61 - 76, 30.12.2023

Tuğba Öksüz , Güntay Taşçi

Abstract

This research aims to examine the effects of a long-term activity regarding science, engineering, and design skills in primary school. The intervention design, one of the mixed method designs, was used in the research. The study group includes primary school 4th-grade students and two classroom teachers. There are 77 students in the quantitative phase of the research. At the qualitative stage, 12 students were included in the study by maximum variation sampling. As a data collection tool, the Word Association Test (WAT) was used in the quantitative phase, and student and teacher interview forms were used in the qualitative phase. In the analysis of the data, ANOVA and one-way MANOVA were used for repeated measurements in the quantitative part, and content analysis was used in the qualitative part. While the study’s quantitative findings showed that the student’s cognitive structures improved, the qualitative findings showed that difficulties, overcoming difficulties, and awareness codes gained intensity.

Keywords

Science, Engineering and Design Skills, Science Teaching, Activity Design, Cognitive Structure

References

• Altunel, M. (2018). STEM eğitimi ve Türkiye: Fırsatlar ve riskler [STEM education and Türkiye: Opportunities and risks]. SETA Perspektif, 207, 1-7.
• Aydın, G., Saka, M. ve Guzey, S. (2017). 4-8. sınıf öğrencilerinin fen, teknoloji, mühendislik, matematik (STEM= FETEMM) tutumlarının incelenmesi [Science, technology, engineering, mathematic (STEM) attitude levels in grades 4th - 8th]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2). 778-802. http://dx.doi.org/10.17860/mersinefd.304070
• Bahar, M. (2001). Çoktan seçmeli testlere eleştirel bir yaklaşım ve alternatif metotlar [A critical approach to multiple choice tests and alternative methods]. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 23-38.
• Bahar, M., Johnstone, A. H., ve Sutcliffe, R. G. (1999). Investigation of student's cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33(3), 134-141. https://doi.org/10.1080/00219266.1999.9655653
• Basham, J. D., & Marino, M. T. (2013). Understanding STEM education and supporting students through universal design for learning. Teaching Exceptional Children, 45(4), 8-15. https://doi.org/10.1177/004005991304500401
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Ankara: Pegem Akademi.
• Christensen, R., Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal Of Educatıon In Science Environment And Health, 3(1), 1-13. https://doi.org/10.21891/jeseh.275649
• Creswell, J. W., (2021). Introduction to Mixed Method Research [Karma Yöntem Araştırmalarına Giriş] (Trans. Ed. M. Sözbilir). Pegem Akademi. Ankara.
• Çepni, S. (2018). Kuramdan Uygulamaya STEM Eğitimi [STEM Education from Theory to Practice]. Pegem Akademi Yayınları, Ankara.
• Çepni, S., Ormancı, Ü. (2018). Geleceğin Dünyası. in S. Çepni (Ed.), Kuramdan Uygulamaya STEM Eğitimi (ss. 1-37). Pegem Akademi, Ankara.
• Ecevit, T., Alagöz, S., Özkurt, N., ve Köylü, Ü. K. (2022). İlkokul 3. ve 4. Sınıf fen bilimleri ders kitaplarindaki etkinliklerinin bilimsel süreç, yaşam ve mühendislik tasarım becerilerini kazandırması açısından incelenmesi [Investigation of the activities in elementary school 3rd and 4th grade science course books in terms of achieving scientific process, life and engineering design skill]. Trakya Eğitim Dergisi, 12(2), 743-758. https://doi.org/10.24315/tred.934470
• English, L. D., King, D., ve Smeed, J. (2017). Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings. The Journal of Educational Research, 110(3), 255-271. https://doi.org/10.1080/00220671.2016.1264053
• Hebebci, M. T., ve Usta, E. (2017). Üniversite öğrencilerinin FeTeMM farkındalık durumlarının incelenmesi. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu içinde (ss, 626-630). Afyon. Türkiye.
• Jolly, A. (2014). Six characteristics of a great STEM lesson. Education Week. Retrieved from: 10.01.2021
• Karakaya, F., ve Yılmaz, M. (2021). Fen lisesi öğrencilerinin mühendislik tasarim süreçlerinin incelenmesi [Investigation of science high school students' engineering design processes]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 511-534. https://doi.org/10.17860/mersinefd.993346
• Karışan, D., Macalalag, A., ve Johnson, J. (2019). The effect of methods course on pre-service teachers’ awareness and intentions of teaching science, technology, engineering, and mathematics (STEM) subjects. International Journal of Research in Education and Science, 5(1), 22-35.
• Karışan, D., ve Yurdakul, Y. (2017). Mikroişlemci destekli Fen-Teknoloji-Mühendislik Matematik (STEM) uygulamalarinin 6. sinif öğrencilerinin bu alanlara yönelik tutumlarina etkisi [The effects of microprocessors based Science Technology Engineering and Mathematics (STEM) investigations on 6th grade students’ attitudes towards these subject areas]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 8(1), 37-52.
• Kavak, T. (2019). STEM uygulamalarının 4. sınıf öğrencilerinin fen ve teknolojiye yönelik tutumlarına, bilimsel süreç ve problem çözme becerilerine etkisi [The effect of stem applications on attitudes towards science and technology, skills of scientific process and problem solving of 4th grade students]. (Master Thesis). Fırat Üniversitesi Eğitim Bilimleri Enstitüsü. Elazığ.
• Kelly, G. J., Cunningham, C. M., ve Ricketts, A. (2017). Engaging in identity work through engineering practices in elementary classrooms. Linguistics & Education, 39, 48-59. https://doi.org/10.1016/j.linged.2017.05.003
• Kırılmazkaya, G. (2017). Sınıf öğretmeni adaylarının FeTeMM öğretimine ilişkin görüşlerinin araştırılması (Şanlıurfa Örneği) [Investigation of elementary preservice teachers opinions on STEM (Science, Technology, Engineering, and Mathematics) teaching (Şanlıurfa Sample)]. Harran Maarif Dergisi, 2(2), 59-74. https://doi.org/10.22596/2017.0202.59.74
• Mayring, P. (2002). Einführung in die qualitative Sozialforschung [Introduction to qualitative research]. Weinheim und Basel: Belz Verlag.
• Miller, K., Sonnert, G., ve Sadler, P. (2018). The influence of students’ participation in STEM competitions on their interest in STEM careers. International Journal of Science Education, Part B, 8(2), 95-114. https://doi.org/10.1080/21548455.2017.1397298
• Ministry of National Education [MNE]. (2013). Fen bilimleri dersi öğretim programı [science course curriculum]. Talim Terbiye Kurulu Başkanlığı. Ankara.
• Ministry of National Education [MNE]. (2018). Fen bilimleri dersi öğretim programı [science course curriculum]. Talim Terbiye Kurulu Başkanlığı. Ankara.
• Moore, T. J., Johnson, C. C., Peters-Burton, E. E., ve Guzey, S. S. (2016). The need for a STEM road map. C. C. Johnson, E. E. Peters-Burton, ve T. J. Moore (Ed.), in STEM Road Map: A Framework for Integrated STEM Education (ss. 1-12). Routledge. New York.
• National Research Council [NRC]. (1996). National science education standards. National Academies Press.
• National Research Council [NRC]. (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.
• National Research Council [NRC]. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. National Academies Press.
• National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
• National Research Council [NRC]. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: The National Academies Press.
• Pruitt, S. L. (2014). The next generation science standards: The features and challenges. Journal of Science Teacher Education, 25(2), 145-156. https://doi.org/10.1007/s10972-014-9385-0
• Olszewski-Kubilius, P., Steenbergen-Hu, S., Thomson, D., ve Rosen, R. (2017). Minority achievement gaps in STEM: Findings of a longitudinal study of Project Excite. Gifted Child Quarterly, 61(1), 20-39. https://doi.org/10.1177/0016986216673449
• Öztürk, D. (2020). İlkokul 4. sinif fen bilimleri dersinde STEM etkinliklerinin akademik başariya etkisi [The effect of STEM activities on academic success in primary school 4th grade science course]. (Master Thesis). Ordu Üniversitesi Sosyal Bilimler Enstitüsü. Ordu.
• Öztürk, N., Bozkurt Altan, E. ve Tan, S. (2020). Ortaokul öğrencilerinin “geleceğe hazırlanıyorum: Problemlere çözüm arıyorum” projesinin kendilerine katkılarına yönelik değerlendirmelerinin incelenmesi. Milli Eğitim Dergisi, 49(225), 153-179.
• Sun, L., Hu, L., Yang, W., Zhou, D., & Wang, X. (2021). STEM learning attitude predicts computational thinking skills among primary school students. Journal of Computer Assisted Learning, 37(2), 346-358. https://doi.org/10.1111/jcal.12493
• Syukri, M., Halim, L., Mohtar, Le ve Soewarno, S. (2018). The impact of engineering design process in teaching and learning to enhance students’ science problem-solving skills. Journal Pendidikan IPA Endonezya, 7 (1), 66-75. https://doi.org/10.15294/jpii.v7i1.12297
• Şimşek, H. ve Yıldırım, A., (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences]. Seçkin Yayıncılık. Ankara. Tayal, S. P. (2013). Engineering design process. International Journal of Computer Science and Communication Engineering, 1-5.
• Topalsan, A. K. (2018). Sınıf öğretmenliği öğretmen adaylarının geliştirdikleri mühendislik tasarım temelli fen öğretim etkinliklerinin değerlendirilmesi [Evaluation of the elementary school teacher candidates’ engineering design based science instruction activities]. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 186-219. http://dx.doi.org/10.23891/efdyyu.2018.66
• Uğraş, M. (2019). Ortaokul öğrencilerinin Fen-Teknoloji-Mühendislik-Matematik (FETEMM) mesleklerine yönelik ilgileri [Middle school students' interest in Sciencetechnology-Engineering And Mathematics (STEM) career]. Electronic Turkish Studies, 14(1). DOI: 10.7827/TurkishStudies.14629
• Yıldırım, H. (2011). Probleme dayalı öğrenme ve proje tabanlı öğrenme yöntemlerinin ilköğretim öğrencilerinin başarılarına ve tutumlarına etkisi (Yayımlanmamış Yüksek Lisans Tezi) [The effect of problem based and project based learning styles school student? Successes and attitude (Master Thesis)]. Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
• Yıldız, M., & Ecevit, T. (2022). İlkokulda bir STEM etkinliği: Paleontolog olarak fosillerle çalışmak [A STEM activity in primary school: working with fossils like a paleontologist]. Journal of Inquiry Based Activities, 12(1), 51-69.