Öğretmen öz-yeterliliği ve STEM uygulamalarındaki rolü

Year 2024, , 217 - 238, 31.07.2024

Caroline Buechel , Michael K. Daugherty , Vinson Carter , Emine Sahin Topalcengiz

https://doi.org/10.19128/turje.1267839

Abstract

Öğrencilere 21. Yüzyıl becerileriyle donatmak için öğretmenlerin hem derin STEM alan bilgisine hem de STEM içeriğini etkili bir şekilde uygulama ve öğretme konusunda bir özgüvene sahip olması gerekir. Birçok ilkokul öğretmeni, STEM eğitimini sınıfta uygulamak için yetersiz STEM alan bilgisine ve deneyimine, düşük özgüvene ve STEM eğitimini sınıflarında uygulamayla ilgili düşük özyeterliğe sahip olması, öğretmenlerin sınıf uygulamalarını etkileyebilmektedir. Bu çalışmanın amacı, ilkokul öğretmenlerinin STEM eğitiminin öğretimine yönelik öz-yeterlik algılarını incelemektir. STEM Yeterlik Anketi 100 ilkokul öğretmeninden rastgele oluşturulmuş bir örnekleme gönderilmiştir ve 18 öğretmen çalışmaya katılmayı kabul etmiştir. Bu anket öğretmenlerin STEM konusundaki geçmiş deneyimlerini, STEM’i sınıflarında uygulamaya ilişkin inançlarını ve ilkokul sınıflarında STEM uygulamalarını belirlemek amacıyla geliştirilmiştir. Bulgular, katılımcıların mühendislik tasarım süreci ve probleme dayalı öğrenmeyle ilgili öğrenmelerinde kendilerine güvendiklerini ortaya koymuştur. Ancak öğretmenler mühendislik tasarım sürecini sınıflarında uygulama konusunda isteksizdirler. Bu araştırma sonucunda, araştırmacılar STEM eğitimiyle ilgili alınan eğitimlerin öğretmenlerin STEM özyeterlik algılarına ve sınıflarında daha fazla STEM uygulamaları yapmalarına olumlu etki edebileceği sonucuna ulaşmıştır. İleride yapılacak çalışmalar STEM öğretmen eğitimlerinin öğretmenlerin STEM uygulama konusundaki özyeterliklerini nasıl etkilediğini incelenmesine odaklanmalıdır.

Keywords

İlkokulda STEM eğitimi, Öğretmen eğitimi, Öğretmen özyeterliği, STEM

Elementary teachers' self-efficacy and its role in STEM implementation

Abstract

To equip students with 21st-century skills, teachers must have both deep STEM content knowledge and the confidence to implement and teach appropriate STEM content. Many elementary teachers have inadequate STEM background knowledge, low confidence, and STEM self-efficacy for implementing STEM in the classroom; as a result, teachers' classroom practices are affected. The study examined how elementary teachers perceive their ability to implement STEM in the classroom. The STEM Efficacy Survey was sent to a randomized pool of 100 elementary educators, and 18 of them agreed to participate in the study. This instrument was designed to elicit responses related to the teachers' previous background in STEM, their beliefs about their ability to implement STEM, and their actual STEM implementation in the elementary classroom. The results revealed that participants were confident in their understanding of the engineering design process and problem-based learning. However, teachers were unwilling to apply the engineering design process in the classroom. From this research, the researchers concluded that higher levels of training in STEM education may influence how teachers perceive their ability to implement STEM in the classroom. Further research should focus on exploring how STEM training affects teachers' self-efficacy in STEM implementation.

Keywords

Elementary STEM Education, STEM, Teacher Education, Teacher Self-Efficacy

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