THE EVALUATION OF ANATOLIAN HIGH SCHOOL AND VOCATIONAL AND TECHNICAL ANATOLIAN HIGH SCHOOL STUDENTS' PERSPECTIVES ABOUT STEM

Yıl 2022, Cilt: 51 Sayı: 233, 501 - 520, 15.02.2022

Tolga Gok

https://doi.org/10.37669/milliegitim.800473

Cited By: 1

Öz

In the present research, a survey was developed in order to identify the perspective of the students regarding integrated STEM education. Two field-studies were conducted to test statistical analysis of the survey. The survey was applied to 4194 students from 20 high schools in Bayraklı, Bornova, and Torbalı districts of İzmir during 2018-2019 academic terms. Exploratory factor analysis and confirmatory factor analysis were conducted for validity and reliability of the survey. The developed survey for high school students consisted of four sub-factors which were science, technology, engineering, and mathematics and 33 items. After calculating statistical analysis of the survey, the survey was applied to the students in order to compare the attitude and career interest toward STEM of the students enrolled in Anatolian High School and Vocational and Technical Anatolian High School in second field study. At the end of the research, the results presented that the attitude and career interest of high school students towards integrated STEM education decreased with class level.

Anahtar Kelimeler

attitude, career, gender, integrated STEM education

STEM'E İLİŞKİN ANADOLU LİSESİ VE MESLEKİ VE TEKNİK ANADOLU LİSESİ ÖĞRENCİLERİNİN BAKIŞ AÇISININ DEĞERLENDİRİLMESİ

Öz

Bu araştırmada lise öğrencilerinin bütünleşik STEM öğretim yaklaşımına ilişkin görüşlerini değerlendirmek için bir ölçek geliştirilmiştir. Ölçeğin istatistiksel analiz işlemleri için iki saha çalışması yapılmıştır. Ölçek 2018-2019 eğitim öğretim yılında İzmir iline bağlı Bayraklı, Bornova ve Torbalı ilçelerinde 20 lisede öğrenim gören toplam 4194 lise öğrencisine uygulanmıştır. Ölçeğin geçerlilik ve güvenirlilik analizleri için açımlayıcı faktör analizi ve doğrulayıcı faktör analizi işlemleri yapılmıştır. Analizler sonucunda lise öğrencilerine yönelik geliştirilen ölçeğin dört alt faktöre (fen, teknoloji, mühendislik ve matematik) sahip olduğu ve ölçeğin toplam 33 maddeden oluştuğu bulunmuştur. Ölçeğin ikinci saha çalışmasında, Anadolu Lisesinde ve Mesleki ve Teknik Anadolu Lisesinde öğrenim gören öğrencilerin STEM'e yönelik tutum ve kariyer ilgi değerlerinin karşılaştırılması yapılmıştır. Araştırma sonucunda öğrencilerin sınıf seviyesi yükseldikçe öğrencilerin STEM alanlarına yönelik tutum ve kariyer ilgi değerlerinin azaldığı görülmüştür.

Anahtar Kelimeler

Bütünleşik STEM eĞİTİMİ, cinsiyet, kariyer, tutum

Kaynakça

• AKAYGUN, S. ve 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), ss. 56-71.
• AKGÜNDÜZ, D., ERTEPINAR, G., GER, M. A., KAPLAN SAYI, A. ve TÜRK, Z. (2015). STEM Eğitimi Çalıştay Raporu Türkiye STEM Eğitimi Üzerine Kapsamlı Bir Değerlendirme İstanbul Aydın Üniversitesi: STEM Merkezi ve Eğitim Fakültesi.
• AKRAN, S. K. ve AŞİROĞLU, S. (2018). "Perceptions of Teachers towards the STEM Education and the Constructivist Education Approach: Is the Constructivist Education Approach Preparatory to the STEM Education?", Universal Journal of Educational Research, 6(10), ss. 2175-2186.
• ASLAN, F. ve BEKTAŞ, O. (2019). "Fen Bilgisi Öğretmen Adaylarının STEM Uygulamaları Hakkındaki Görüşlerinin Belirlenmesi", Uluslararası Eğitim Bilimleri Dergisi, 3(2), ss. 17-50.
• ASLAN-TUTAK, F., AKAYGÜN, S. ve TEZSEVEN, S. (2017). "İşbirlikli FeTeMM (Fen, Teknoloji, Mühendislik, Matematik) Eğitimi Uygulaması: Kimya ve Matematik Öretmen Adaylarının FeTeMM Farkındalıklarının İncelenmesi", Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4), ss. 794-816.
• BECKER, K. ve PARK, K. (2011). "Effects of Integrative Approaches among Science, Technology, Engineering, and Mathematics (STEM) Subjects on Students' Learning: A Preliminary Meta-Analysis", Journal of STEM Education, 12(5&6), ss. 23-36.
• BREINER J. M., JOHNSON, C. C., HARKNESS, S. S. ve KOEHLER, C. M. (2012). "What is STEM? A Discussion about Conceptions of STEM in Education and Partnerships", School Science and Mathematics, 112(1), ss. 3-11.
• BROWN, R. E. ve BOGIAGES, C. A. (2019). "Professional Development through STEM Integration: How Early Career Math and Science Teachers Respond to Experiencing Integrated STEM Tasks", International Journal of Science and Mathematics Education, 17, ss. 111-128.
• BUYRUK, B. ve KORKMAZ, Ö. (2016). "FeTeMM Farkındalık Ölçeği (FFÖ): Geçerlik ve Güvenirlik Çalışması", Türk Fen Eğitimi Dergisi,13(2), ss. 61-76.
• BYBEE, R. W. (2010a). "Advancing STEM Education: A 2020 Vision", Technology and Engineering Teacher, 70(1), ss. 30-35.
• BYBEE, R. W. (2010b). "What is STEM Education", Science, 329, ss. 996.
• BYBEE, R. W. (2011). "Scientific and Engineering Practices in K-12 Classrooms", Science Teacher, 78, ss. 34-40.
• CORLU, M. S., CAPRARO, R. M. ve CAPRARO, M. M. (2014). "Introducing STEM Education: Implications for Educating Our Teachers for the Age of Innovation", Education and Science, 39(171), ss. 74-85.
• ÇEVİK, M. (2017). "A Study of STEM Awareness Scale Development for High School Teachers", Journal of Human Sciences, 14(3), ss. 2436-2452.
• DUGGER, W. E. (2010). "Evolution of STEM in the United Stated", 6th Biennial International Conference on Technology Education Research, Gold Coast, Queensland, Australia.
• EJIWALE, J. (2013). "Barriers to Successful Implementation of STEM Education", Journal of Education and Learning, 7(2), ss. 63-74.
• EROĞLU, S. ve BEKTAŞ, O. (2016). "STEM Eğitimi Almış Fen Bilimleri Öğretmenlerinin STEM Temelli Ders Etkinlikleri Hakkındaki Görüşleri", Eğitimde Nitel Araştırmalar Dergisi, 4(3), ss. 43-67.
• FABER, M., UNFRIED, A., WIEBE, E. N., CORN, J. TOWNSEND, L.W. ve COLLINS, T. L. (2013). "Student Attitudes toward STEM: The Development of Upper Elementary School and Middle/High School Student Surveys", 120th ASSE Annual Conference & Exposition, Atlanta.
• FERNANDEZ-CEZAR, R., GARRIDO, D. D. ve SOLANO-PINTO, N. (2020). "Do Science, Technology, Engineering and Mathematics (STEM) Experimentation Outreach Programs Affect Attitudes towards Mathematics and Science? A Quasi- Experiment in Primary Education", Mathematics, 8(1490), ss. 1-14.
• GENCER, A. S., DOĞAN, H., BİLEN, K. ve CAN, B. (2019). "Bütünleşik STEM Eğitimi Modelleri", Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45, ss. 38-55.
• GUZEY, S. S., HARWELL, M. ve MOORE, T. (2014). "Development of an Instrument to Assess Attitudes toward Science, Technology, Engineering, and Mathematics (STEM)", School Science and Mathematics, 114(6), ss. 271-279.
• HACIÖMEROĞLU, G. (2018). "Examining Elementary Pre-Service Teachers' Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention", International Online Journal of Educational Science, 10(1), ss. 183-194. HAIR, J. F., BLACK, W. C., BABIN, B. J. ve ANDERSON, R. E. (2014). Multivariate Data Analysis. Pearson Education Limited.
• HAND, S., RICE, L. ve GREENLEE, E. (2017). " Exploring Teachers’ and Students’ Gender Role Bias and Students’ Confidence in STEM Fields", Social Psychology of Education, 20, ss. 929-945.
• HARRIS, R. B., MACK, M. R., BRYANT, J., THEOBALD, E. J. ve FREEMAN, S. (2020). "Reducing Achievement Gaps in Undergraduate General Chemistry Could Lift Underrepresented Students into a "Hyperpersistent Zone"", Science Advance, 6, ss. 1-8.
• JAYARAJAH, K., SAAT, R. M. ve RAUF, R. A. A. (2014). "A Review Science, Technology, Engineering & Mathematics (STEM) Education Research from 1999-2013: A Malaysian Perspective", Eurasia Journal of Mathematics, Science & Technology Education, 10(3), ss. 155-163.
• KARAGÖZ, Y. (2016). SPSS ve AMOS Uygulamalı İstatistiksel Analizler. Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Ltd. Şti, Ankara.
• KIER, M. W., BLANCHARD, M. R., OSBORNE, J. W. ve ALBERT, J. L. (2014). "The Development of the STEM Career Interest Survey (STEM-CIS)", Research in Science Education, 44, ss. 461-481.
• KIZILAY, E., YAMAK, H. ve KAVAK, N. (2019). "Motivation Scale for STEM Fields", Journal of Computer and Education Research, 7(14), ss. 540-557.
• LAFORCE, M., NOBLE, E., KING, H., CENTURY, J., BLACKWELL, C., HOLT, S., IBRAHIM, A. ve LOO, S. (2016). "The Eight Essential Elements of Inclusive STEM High School", International Journal of STEM Education, 3(21), ss. 2-11.
• LANDICHO, C. J. (2020). "Research Attitudes, Motivations, and Challenges of STEM Education Researchers", International Journal of Technology in Education, 3(1), ss. 49-61.
• LIN K.Y. ve WILLIAMS, P. J. (2016). "Taiwanese Pre-Service Teachers' Science, Technology, Engineering, and Mathematics Teaching Intention", International Journal of Science and Mathematics Education, 14, ss. 1021- 1036.
• MAKAROVA, E, AESCHLIMANN, B. ve HERZOG, W. (2019). "The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations", Frontiers in Education, 4, ss. 60.
• MCDONALD, C. V. (2016). "STEM Education: A Review of the Contribution of the Disciplines of Science, Technology, Engineering, and Mathematics", Science Education International, 27(4), ss. 530-569.
• MORRISON, J. S. (2006). TIES STEM Education Monograph Series: Attributes of STEM Education, Baltimore, MD:TIES, 2, ss. 5.
• NGUYEN, T. P. L., NGUYEN, T. H. ve TRAN, T. K. (2020). "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development", Sustainability, 12, ss. 1-16.
• ÖZBİLEN, A. G. (2018). "STEM Eğitimine Yönelik Öğretmen Görüşleri ve Farkındalıkları", Bilimsel Eğitim Araştırmaları, 2(1), ss. 1-21.
• ÖZÇELİK, A. ve AKGÜNDÜZ, D. (2018). Üstün/Özel Yetenekli Öğrencilerle Yapılan Okul Dışı STEM Eğitiminin Değerlendirilmesi", Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), ss. 334-351.
• PEHLİVAN, K. ve ULUYOL, Ç. (2019). "STEM ve eğitimde uygulama örneklerinin incelenmesi", Türkiye Sosyal Araştırmalar Dergisi, 23(3), ss. 848-861.
• PETERS-BURTON, E. E., LYNCH, S., BEHREND, T. S. ve MEANS, B. B. (2014). "Inclusive STEM High School Design: 10 Critical Components", Theory Into Practice, 53, ss. 64-71.
• SANDERS, M. (2009). "STEM, STEM Education, STEMmania", The Technology Teacher, ss. 20-26.
• SARI, R. P., ADLIM, M. ve GANI, A. (2018). "STEM Learning in Regular and Vocational High School on the Topic of Scientific Menu Card Fabrication", The 6th South East Asia Design Research International Conference, 1088, ss.1-7.
• SIREGAR, N. C., ROSLI, R., MAAT, S. M. ve CAPRARO, M. M. (2020). "The Effect of Science, Technology, Engineering and Mathematics (STEM) Program on Students' Achievement in Mathematics: A Meta-Analysis", International Electronic Journal of Mathematics Education, 15(1), ss. 1-12.
• TEZEL, O. ve YAMAN, H. (2017). "FeTeMM Eğitimine Yönelik Türkiye'de Yapılan Çalışmalardan Bir Derleme", Eğitim ve Öğretim Araştırmaları Dergisi, 6(1), ss. 135-145.
• TYLER-WOOD, T., KNEZEK, G. ve CHRISTENSEN, R. (2010). "Instruments for Assessing Interest in STEM Content and Careers", Journal of Technology and Teacher Education, 18(2), ss. 345–368.
• UGRAS, M. (2018). "The Effects of STEM Activities on STEM Attitudes, Scientific Creativity and Motivation Beliefs of the Students and Their Views on STEM Education", International Online Journal of Educational Sciences, 10(5), ss. 165-182.
• UNFRIED, A., FABER, M., STANHOPE, D. S. ve WIEBE, E. (2015). "The Development and Validation of a Measure of Student Attitudes toward Science, Technology, Engineering, and Math (S-STEM)", Journal of Psychoeducational Assessment, 33(7), ss. 622-639.
• UNLU, Z. K., DOKME, I. ve UNLU, V. (2016). "Adaptation of the Science, Technology, Engineering, and Mathematics Career Interest Survey (STEM-CIS) into Turkish", Eurasian Journal of Educational Research, 63, ss. 21-36.
• WANG, H. H., MOORE, T. J., ROEHRING, G. H. ve PARK, M. S. (2011). "STEM Integration: Teacher Perceptions and Practice", Journal of Pre-College Engineering Education Research, 1(2), ss. 1-13.
• WANG, H. (2012). A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration. (Unpublished doctoral dissertation), Minnesota, USA.
• YAKI, A. A., SAAT, R. M., SATHASIVAM, R. V., ve ZULNAIDI, H. (2019). "Enhancing Science Achievement Utilizing an Integrated STEM Approach", Malaysian Journal of Learning and Instruction, 16(1), ss. 181-205.
• YILDIRIM, B. (2016). "An Analyses and Meta-Synthesis of Research on STEM Education", Journal of Education and Practice, 7(34), ss. 23-33.
• YILMAZ, H., KOYUNKAYA, M. Y., GULER, F. ve GUZEY, S., (2017). "Turkish Adaptation of the Attitudes toward Science, Technology, Engineering, and Mathematics (STEM) Education Scale", Kastamonu Education Journal, 25(5), ss. 1787-1800.