Öğretmen yetiştirmede bir mentörlük modeli: Genç STEM araştırmacıları ve uygulamacıları programı

Year 2022, , 36 - 55, 31.01.2022

Defne Yabaş , Sinem Boyacı

https://doi.org/10.19128/turje.950335

Abstract

Bu çalışmada STEM: Bütünleşik Öğretmenlik Çerçevesi kapsamında uygulanan “Genç STEM Araştırmacıları ve Uygulayıcıları Programının” etkisi programdan mezun olan katılımcıların görüşleri aracılığıyla incelenmiştir. Genç STEM Araştırmacıları ve Uygulamacıları Programının temel amacı, STEM bütünleşik öğretmenlik bilgisini öğretmen yetiştirme sürecine dahil etmektir. Yapılan fenomenolojik çalışmada, okul öncesi öğretmenlerinden program deneyimleri ve STEM eğitimi algıları ile ilgili veri toplanmıştır. Veriler, programın etkisi ve program bileşenleri ile katılımcıların STEM algıları hakkındaki soruları içeren bir görüşme protokolü ile toplanmıştır. Verilerin içerik analiziyle çözümlenmesi sonucunda, öğretmenlerin STEM eğitimine yönelik farkındalıklarının artması, bütünleşik öğretmenlik bilgisinin geliştirilmesi, program bileşenleri ve program deneyimi kategorileri ortaya çıkmıştır. Katılımcıların STEM algılarını incelemek için kullanılan STEM eğitimi modelleri gösterildiğinde, öğretmenler gerçek yaşam problemlerini ve mühendislik tasarım sürecini içeren modelleri tercih etmişlerdir. Genç STEM araştırmacıları ve uygulayıcıları programı, öğretmen yetiştirme programları için gelişmekte olan bir model olarak değerlendirilebilir. Gelecek araştırmalar, öğretmen adaylarının STEM kavramlarını nasıl oluşturduklarını ve bütünleşik öğretmenlik bilgilerini nasıl geliştirdiklerini keşfetmeye odaklanabilir.

Keywords

Bütünleşik öğretmenlik bilgisi, Erken STEM, Öğretmen yetiştirme, STEM eğitimi

A mentorship model for teacher education: Young STEM researchers and practitioners program

Abstract

The current research is about the impact of the young STEM researchers and practitioners program implemented within the STEM: Integrated teaching project. The aim of the program is to incorporate STEM integrated teaching knowledge in the teacher preparation period. In this phenomenological study, we explored five pre-school teachers’ program experiences and their STEM conceptions. Data were collected with semi-structured interviews, including questions about the impact and elements of the program and participants’ STEM conceptions. Content analysis showed that awareness for STEM education, development of integrated teaching knowledge, and program elements were the emergent themes about the program experience. Teacher candidates responded to the models that include real-world problems and engineering as contexts as most desirable when shown STEM education models to understand their STEM conceptions. The young STEM researchers and practitioners program can be evaluated as a developing model to be incorporated into teacher education programs. Further research can explore how pre-service teachers form their STEM conceptions and develop their integrated teaching knowledge.

Keywords

Early STEM, Integrated teaching knowledge, STEM education, Teacher education

References

• Abanoz, T., & Deniz, Ü. (2021). Okul öncesi dönemde STEM yaklaşımı ve bu yaklaşıma uygun fen etkinlikleri: Sahadan görüşler [STEM in early childhood education and STEM based science education activities: Views from the field]. Gazi University Journal of Gazi Educational Faculty, 41(1), 1-24.
• Akaygun, S., & Aslan-Tutak, F. (2016). STEM images revealing stem conceptions of pre-service chemistry and mathematics teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71. https://doi.org/10.18404/ijemst.44833
• Akdemir, A. S. (2013). Türkiye'de öğretmen yetiştirme programlarının tarihçesi ve sorunları [History of teacher training programmes and their problems in Turkey]. Electronic Turkish Studies, 8(12), 15-28.
• Aşık, G., Doğança-Küçük, Z., Helvacı, B., & Corlu, M. S. (2017). Integrated teaching project: A sustainable approach to teacher education. Turkish Journal of Education, 6(4), 200-215. https://doi.org/10.19128/turje.332731
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special. Journal of teacher education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
• Başaran, M. (2018). Okul öncesi eğitimde STEM yaklaşımının uygulanabilirliği (Eylem araştırması) [The applicability of STEM approach in preschool education (Action research)] (Unpublished doctoral dissertation), Gaziantep University Institute of Educational Sciences.
• Berlin, D. F., & White, A. L. (2010). Pre-service mathematics and science teachers in an integrated teacher preparation program for grades 7-12: A 3-year study of attitudes and perceptions related to integration. International Journal of Science and Mathematics Education, 8(1), 97-115. https://doi.org/10.1007/s10763-009-9164-0
• Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. Sage. https://doi.org/10.7748/nr.23.5.42.s10
• Brenneman, K., Lange, A., & Nayfeld, I. (2019). Integrating STEM into pre-school education; designing a professional development model in diverse settings. Early Childhood Education Journal, 47(1), 15-28. https://doi.org/10.1007/s10643-018-0912-z
• Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and pre-service elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x
• Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press. https://doi.org/10.2505/9781936959259
• Charmaz, K. (2008). Reconstructing grounded theory. In P. Alasuutari (Ed.), The Sage handbook of social research methods (pp. 461-478). Sage Publications. https://doi.org/10.4135/9781446212165.n27
• Çolakoğlu, M. H., & Gökben, A. G. (2017). Türkiye’de eğitim fakültelerinde FeTeMM (STEM) çalışmaları [STEM studies in Turkish faculties of education]. Journal of Research in Informal Environments, 2(2), 46-69.
• Corlu, M. S. (2012). A pathway to STEM education: Investigating pre–service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science (Unpublished doctoral dissertation). Texas A&M University.
• Corlu, M. S. (2014). Call for manuscripts on STEM education. Turkish Journal of Education, 3(1), 4-10. https://doi.org/10.19128/turje.181071
• Corlu, M. S. (2017). STEM: Bütünleşik öğretmenlik çerçevesi [STEM: Integrated teaching framework]. In M. S. Corlu & E. Çallı (Eds.), STEM Kuram ve Uygulamaları (pp. 1–10). Pusula.
• Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Eğitim ve Bilim, 39(171), 74-85.
• Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701-1720. https://doi.org/10.1080/09500693.2019.1638531
• Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 1–43). Sage Publications.
• English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM education, 3(1), 1-8. https://doi.org/10.1186/s40594-016-0036-1
• Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Sage.
• Fensham, P. J. (2004). Defining an identity: The evolution of science education as a field of research (Vol. 20). Springer. https://doi.org/10.1007/978-94-010-0175-5
• Gabriele, A. J., & Joram, E. (2007). Teachers’ reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60-74. https://doi.org/10.1080/01626620.2007.10463461
• Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the pre-school classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264. https://doi.org/10.1080/10409280802595441
• Hammack, R., & Ivey, T. (2017). Examining elementary teachers’ engineering self‐efficacy and engineering teacher efficacy. School Science and Mathematics, 117(1-2), 52-62. http://dx.doi.org/10.1111/ssm.12205
• Hart, L. C., Smith, S. Z., Swars, S. L., & Smith, M. E. (2009). An examination of research methods in mathematics education (1995-2005). Journal of Mixed Methods Research, 3(1), 26-41. https://doi.org/10.1177/1558689808325771
• Herschbach, D. R. (2011). The STEM initiative: Constraints and challenges. Journal of STEM Teacher Education, 48(1), 96-122. https://doi.org/10.30707/JSTE48.1Herschbach
• Honey, M., Pearson, G., & Schweingruber, H. A. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research (Vol. 500). Washington, DC: National Academies Press. https://doi.org/10.18260/1-2--20673
• Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM education, 3(1), 1-11. https://doi.org/10.1186/s40594-016-0046-z
• Keskin, Ö., Corlu, M. S., & Ayas, A. (2018). Voicing mathematics teachers: a holistic overview of their early career challenges. Educational Sciences: Theory and Practice, 18(2), 331-371. https://doi.org/10.12738/estp.2018.2.0025
• Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83-86.
• Kurt, K., & Pehlivan, M. (2013). Integrated Programs for Science and Mathematics: Review of Related Literature. International Journal of Education in Mathematics, Science and Technology, 1(2), 116- 121.
• Lincoln, Y., & Guba, E.G. (1985). Naturalistic Inquiry. Sage Publications.
• Linder, S. M., Emerson, A. M., Heffron, B., Shevlin, E., Vest, A., & Eckhoff, A. (2016). STEM use in early childhood education: Viewpoints from the field. YC Young Children, 71(3), 87-91. https://doi.org/10.2307/ycyoungchildren.71.3.87
• Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International journal of science education, 34(2), 153-166. https://doi.org/10.1080/09500693.2010.551222
• Maher, P. A., Bailey, J. M., Etheridge, D. A., & Warby, D. B. (2013). Pre-service teachers’ beliefs and confidence after working with STEM faculty mentors: An exploratory study. Teacher Education and Practice, 26(2), 266-284.
• Mativo, J. M., & Park, J. (2012). Innovative and creative K-12 engineering strategies: implications of pre-service teacher survey. Journal of STEM Education: Innovations and Research, 13(5), 26-29.
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
• Ministry of National Education (2019). PISA 2018 Türkiye ön raporu. [PISA 2018-Turkey Preliminary Report]. http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf
• Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating Science, Technology, Engineering, Mathematics. Redleaf Press.
• National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
• Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444-467. https://doi.org/10.1080/1046560X.2017.1356671
• Rinke, C. R., Gladstone‐Brown, W., Kinlaw, C. R., & Cappiello, J. (2016). Characterizing STEM teacher education: Affordances and constraints of explicit STEM preparation for elementary teachers. School Science and Mathematics, 116(6), 300-309. https://doi.org/10.1111/ssm.12185
• Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the “E” in K-12 STEM education. Journal of Technology Studies, 36(1), 53-64.
• Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24. https://doi.org/10.1080/0950069022000070261
• Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60. https://doi.org/10.3200/JOER.101.1.50-60
• Saçkes, M. (2014). How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research journal, 22(2), 169-184. https://doi.org/10.1080/1350293X.2012.704305
• Sanders, M. (2009). STEM, STEM education, STEMmania. Technology Teacher, 68(4), 20-26.
• Tarman, B. (2010). Global perspectives and challenges on teacher education in Turkey. International Journal of Arts & Sciences (IJAS), 3(17), 78-96.
• Taylor, S., Bogdan, R., & DeVault, M. L. (1998). Introduction to qualitative research methods: A guidebook and resource. Third edition. John Wiley & Sons.
• Torquati, J., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early childhood educators’ perceptions of nature, science, and environmental education. Early Education & Development, 24(5), 721-743. https://doi.org/10.1080/10409289.2012.725383
• Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezeri Journal of Science and Engineering, 2(2), 28-40.
• Yücelyiğit, S., & Toker, Z. (2021). A meta-analysis on STEM studies in early childhood education. Turkish Journal of Education, 10(1), 23-36. https://doi.org/10.19128/turje.783724