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Mühendislik Tasarım Temelli Matematik Etkinliklerinin Ortaokul Öğrencilerinin Akademik Başarılarına Etkisi ve Etkinliklere İlişkin Öğrenci Görüşleri

Yıl 2024, Sayı: 61, 362 - 388, 15.05.2024

Zeynep Gül Dertli Bahadır Yıldız

https://doi.org/10.9779/pauefd.1282019

Öz

Fen, teknoloji, mühendislik ve matematik (STEM) disiplinlerinin bütünleştirilmesine yönelik girişimler hem ulusal hem de uluslararası alanyazında önemini artırmaktadır. Mühendislik doğası gereği diğer alanlar arasında köprü oluşturan ve soyut kavramlar için gerçek dünya bağlamı sağlayabilen bir disiplin olması sebebiyle STEM disiplinlerinin bütünleştirilmesinde sıklıkla tercih edilmektedir. Bu araştırmanın amacı, ortaokul matematik dersine yönelik tasarlanmış mühendislik tasarım etkinliklerinin öğrencilerin akademik başarılarına etkisi ile öğrencilerin etkinliklere ilişkin görüşlerini incelemektir. Bu amaç çerçevesinde, yedinci sınıf Oran ve Orantı konusunu kapsayan üç adet mühendislik tasarım etkinliği oluşturulmuştur. Araştırma ön test- son test kontrol gruplu yarı deneysel desen kullanılarak yürütülmüştür. Araştırmanın katılımcılarını 21 deney ve 17 kontrol olmak üzere, toplam 38 yedinci sınıf öğrencisi oluşturmuştur. Araştırma sonucunda, mühendislik tasarım temelli matematik etkinliklerinin öğrencilerin Oran ve Orantı konusundaki başarılarını anlamlı şekilde artırdığı bulgusuna ulaşılmıştır. Ayrıca öğrencilerin etkinliklere ilişkin görüşlerinin genel anlamda olumlu yönde olduğu sonucuna ulaşılmıştır. Öğrenciler mühendislik tasarım temelli matematik etkinliklerinin ilgi çekici, eğlenceli, gerçekçi, merak uyandırıcı, öğrenmeyi kolaylaştırıcı, yaratıcılığı geliştirici olduğunu ve yalnızca işlem yapma odaklı olmadığını ifade etmişlerdir.

Anahtar Kelimeler

mühendislik tasarım döngüsü matematik etkinliği STEM eğitimi

Kaynakça

  • Alfieri, L., Higashi, R., Shoop, R., & Schunn, C. D. (2015). Case studies of a robot-based game to shape interests and hone proportional reasoning skills. International Journal of STEM Education, 2, Article 4. https://doi.org/10.1186/s40594-015-0017-9
  • Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359-379.
  • Baykul, Y. (2021). Ortaokulda matematik öğretimi (5-8. Sınıflar). (4. Baskı). Pegem Akademi Yayıncılık.
  • Berland, L., Steingut, R., & Ko, P. (2014). High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content. Journal of Science Education and Technology, 23(6), 705– 720. https://doi.org/10.1007/s10956-014-9498-4
  • Berry, R. Q., Bull, G., Browning, C., Thomas, C. D., Starkweather, G., & Aylor, J. (2010). Use of digital fabrication to incorporate engineering design principles in elementary mathematics education. Contemporary Issues in Technology and Teacher Education, 10(2), 167-172.
  • Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387.
  • Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni Spss uygulamaları ve yorum (28. Baskı). Pegem Akademi Yayıncılık.
  • Bybee R. W. (2010). What is STEM education? Science, 329(5995):996
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
  • Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction. Science Education, 102(2), 342-376.
  • Channell, D. F. (2009). The emergence of the engineering sciences: A historical analysis. In Philosophy of technology and engineering sciences (pp. 117-154).
  • Chen, Y. C., Chang, Y. S., & Chuang, M. J. (2022). Virtual reality application influences cognitive load‐mediated creativity components and creative performance in engineering design. Journal of Computer Assisted Learning, 38(1), 6-18.
  • Coxon, S. V., Dohrman, R. L., & Nadler, D. R. (2018). Children using robotics for engineering, science, technology, and math (CREST-M): The development and evaluation of an engaging math curriculum. Roeper Review, 40(2), 86-96. https://doi.org/10.1080/02783193.2018.1434711
  • Crismond, D. P., & Adams, R. S. (2012). The informed design teaching & learning matrix. Journal of Engineering Education-Washington, 101(4), 738. https://doi.org/10.1002/j.2168-9830.2012.tb01127.x
  • Delen, I., & Sen, S. (2023). Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis. Journal of Research in Science Teaching, 60(2), 330-356. https://doi.org/10.1002/tea.21800
  • Daugherty, M. K., & Carter, V. (2018). The nature of interdisciplinary STEM education. In M. J. de Vries (Ed.), Handbook of technology education (pp. 159–171). Springer.
  • Dickerson, D. L., Eckhoff, A., Stewart, C. O., Chappell, S., & Hathcock, S. (2014). The examination of a pullout STEM program for urban upper elementary students. Research in Science Education, 44(3), 483-506.
  • Drake, S. M. & Savage, M. F. (2016). Negotiating accountability and integrated curriculum in a global context. International Journal of Learning, Teaching and Educational Research, 15(6).
  • English, L. D. (2016). Advancing mathematics education research within a STEM environment. Research in mathematics education in Australasia 2012-2015, 353-371.
  • Fan, S. C., & Yu, K. C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27(1), 107–129. https://doi.org/10.1007/s10798-015-9328-x
  • Fantz, T. D., De Miranda, M. A., & Siller, T. J. (2011). Knowing what engineering and technology teachers need to know: An analysis of pre-service teachers engineering design problems. International Journal of Technology & Design Education, 21(3), 307-320.
  • Firdaus, A. R., Wardani, D. S., Altaftazani, D. H., Kelana, J. B., & Rahayu, G. D. S. (2020). Mathematics learning in elementary school through engineering design process method with STEM approach. Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012044). IOP Publishing.
  • Fitzallen, N. (2015). STEM Education: What does mathematics have to offer?. Mathematics Education Research Group of Australasia.
  • Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61– 65.
  • Forde, E. N., Robinson, L., Ellis, J. A., & Dare, E. A. (2023). Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units. Disciplinary and Interdisciplinary Science Education Research, 5(1), 3.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th edt.). McGram-Hill Companies.
  • Frodeman, R., Klein, J. T., & Pacheco, R. C. D. S. (Eds.). (2010). The Oxford handbook of interdisciplinarity. Oxford University Press.
  • Gunckel, K. L., & Tolbert, S. (2018). The imperative to move toward a dimension of care in engineering education. Journal of Research in Science Teaching, 55(7), 938-961.
  • Guzey, S. S., Moore, T. J., & Harwell, M. (2016). Building up STEM: An analysis of teacher-developed engineering design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(1), Article 2. https://doi.org/10.7771/2157-9288.1129
  • Guler, G., Sen, C., Ay, Z. S., & Ciltas, A. (2019). Engineering skills that emerge during Model-Eliciting Activities (MEAs) based on 3D modeling done with mathematics pre-service teachers. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(3), 251-270
  • Hathcock, S.J., Dickerson, D.L., Eckhoff, A., & Katsioloudis, P. (2015). Scaffolding for creative product possibilities in a design-based STEM activity. Research in Science Education, 45(5), 727-748. https://doi.org/10.1007/s11165-014 9437-7
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses. Publications. Paper 165.
  • International Technology Education Association [ITEA] (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: International Technology Education Association.
  • Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Association for Supervision and Curriculum Development, VA 22314.
  • Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). Design and design thinking in STEM education. Journal for STEM Education Research, 2, 93-104.
  • Lie, R., Selcen Guzey, S., & Moore, T. J. (2019). Implementing engineering in diverse upper elementary and middle school science classrooms: Student learning and attitudes. Journal of Science Education and Technology, 28(2), 104-117. https://doi.org/10.1007/s10956-018-9751-3
  • Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51(6), 869-884.
  • Maiorca, C. (2016). A case study: Students' mathematics-related beliefs from integrated STEM model-eliciting activities (Doctoral dissertation). University of Nevada, Las Vegas.
  • Milli Eğitim Bakanlığı [MEB]. (2018). Matematik dersi (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar) öğretim programı. Talim Terbiye Kurulu Başkanlığı.
  • Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 35-60). Purdue University Press.
  • Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institute for Excellence in STEM), 20, 2-7.
  • Mulder, M. (2012). Interdisciplinarity and education: towards principles of pedagogical practice. The Journal of Agricultural Education and Extension, 18(5), 437-442.
  • National Academy of Engineering and National Research Council [NAE and NRC]. (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. The National Academies Press.
  • National Research Council [NRC] & National Academy of Engineering [NAE]. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. (L. Katehi, G. Pearson, & M. Feder, Eds.). National Academies Press.
  • Newell, W. H., Wentworth, J., & Sebberson, D. (2001). A theory of interdisciplinary studies. Issues in Interdisciplinary Studies.
  • NGSS Lead States (2013). Next generation science standards: For states, by states. The National Academies Press.
  • Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294.
  • Pişkin Tunç, M. & Gündoğdu, N. S. (2022). Middle school students’ views about STEM activities used in teaching ratio and proportion. Bartın University Journal of Faculty of Education, 11 (3) , 647-662.
  • Pugalenthi, P. (2019). Integration of engineering in a middle grade mathematics classroom: A conceptual framework for science, technology, engineering and mathematics (STEM) integration (Doctoral dissertation). The University of North Carolina at Charlotte.
  • Rodriguez, A. J., & Shim, S. W. (2021). Addressing critical cross-cultural issues in elementary STEM education research and practice: a critical review essay of engineering in elementary STEM education. Cultural Studies of Science Education, 16, 1-17.
  • Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is adding the e enough? Investigating the impact of K‐12 engineering standards on the implementation of STEM integration. School science and mathematics, 112(1), 31-44. https://doi.org/10.1111/j.1949-8594.2011.00112.x
  • Stohlmann, M., Maiorca, C., & DeVaul, L. (2017). Elementary teachers' engineering design activities from a state without engineering standards. Science Educator, 26(1), 48-59.
  • Strauss, A.,& Corbin, J. (1990). Basics of qualitative research (Vol. 15). CA: Sage
  • Tourniaire, F., & Pulos, S. (1985). Proportional reasoning: A review of the literature. Educational Studies in Mathematics, 16, 181–204.
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), Article 2. https://doi.org/10.5703/1288284314636
  • Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., Rogers, C., Barnett, M., & Marulcu, I. (2010). Incorporating engineering design into elementary school science curricula. In American Society for Engineering Education Annual Conference & Exposition, Louisville, KY.
  • Wendell, K. B., & Rogers, C. B. (2013). Engineering design-based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513–540. https://doi.org/10.1002/jee.20026

The Effect of Engineering Design-Based Mathematics Activities on Academic Achievement of Secondary School Students and Student Views on These Activities

Yıl 2024, Sayı: 61, 362 - 388, 15.05.2024

Zeynep Gül Dertli Bahadır Yıldız

https://doi.org/10.9779/pauefd.1282019

Öz

The integration of science, technology, engineering and mathematics (STEM) is becoming increasingly important in both national and international literature. Engineering is often favored in the integration of STEM disciplines because it is a discipline that bridges other fields and can put abstract concepts into a real-world context. The purpose of this study is to examine the effects of engineering design activities developed for middle school math classrooms on students' academic achievement and students' views of the activities. To this end, three construction activities on ratio and proportion were developed in seventh grade. The study was conducted in a quasi-experimental design with a pretest-posttest control group. A total of 38 seventh-grade students, 21 experimental and 17 control students, took part in the study. As a result of the study, it was found that math activities based on constructions significantly increased students' performance in ratio and proportion. It was also found that students' views of the activities were generally positive. Students indicated that the construction-based math activities were interesting, fun, realistic, engaging, facilitated learning, encouraged creativity, and did not focus solely on performing operations.

Anahtar Kelimeler

engineering design process mathematics activity STEM education

Kaynakça

  • Alfieri, L., Higashi, R., Shoop, R., & Schunn, C. D. (2015). Case studies of a robot-based game to shape interests and hone proportional reasoning skills. International Journal of STEM Education, 2, Article 4. https://doi.org/10.1186/s40594-015-0017-9
  • Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359-379.
  • Baykul, Y. (2021). Ortaokulda matematik öğretimi (5-8. Sınıflar). (4. Baskı). Pegem Akademi Yayıncılık.
  • Berland, L., Steingut, R., & Ko, P. (2014). High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content. Journal of Science Education and Technology, 23(6), 705– 720. https://doi.org/10.1007/s10956-014-9498-4
  • Berry, R. Q., Bull, G., Browning, C., Thomas, C. D., Starkweather, G., & Aylor, J. (2010). Use of digital fabrication to incorporate engineering design principles in elementary mathematics education. Contemporary Issues in Technology and Teacher Education, 10(2), 167-172.
  • Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387.
  • Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni Spss uygulamaları ve yorum (28. Baskı). Pegem Akademi Yayıncılık.
  • Bybee R. W. (2010). What is STEM education? Science, 329(5995):996
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
  • Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction. Science Education, 102(2), 342-376.
  • Channell, D. F. (2009). The emergence of the engineering sciences: A historical analysis. In Philosophy of technology and engineering sciences (pp. 117-154).
  • Chen, Y. C., Chang, Y. S., & Chuang, M. J. (2022). Virtual reality application influences cognitive load‐mediated creativity components and creative performance in engineering design. Journal of Computer Assisted Learning, 38(1), 6-18.
  • Coxon, S. V., Dohrman, R. L., & Nadler, D. R. (2018). Children using robotics for engineering, science, technology, and math (CREST-M): The development and evaluation of an engaging math curriculum. Roeper Review, 40(2), 86-96. https://doi.org/10.1080/02783193.2018.1434711
  • Crismond, D. P., & Adams, R. S. (2012). The informed design teaching & learning matrix. Journal of Engineering Education-Washington, 101(4), 738. https://doi.org/10.1002/j.2168-9830.2012.tb01127.x
  • Delen, I., & Sen, S. (2023). Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis. Journal of Research in Science Teaching, 60(2), 330-356. https://doi.org/10.1002/tea.21800
  • Daugherty, M. K., & Carter, V. (2018). The nature of interdisciplinary STEM education. In M. J. de Vries (Ed.), Handbook of technology education (pp. 159–171). Springer.
  • Dickerson, D. L., Eckhoff, A., Stewart, C. O., Chappell, S., & Hathcock, S. (2014). The examination of a pullout STEM program for urban upper elementary students. Research in Science Education, 44(3), 483-506.
  • Drake, S. M. & Savage, M. F. (2016). Negotiating accountability and integrated curriculum in a global context. International Journal of Learning, Teaching and Educational Research, 15(6).
  • English, L. D. (2016). Advancing mathematics education research within a STEM environment. Research in mathematics education in Australasia 2012-2015, 353-371.
  • Fan, S. C., & Yu, K. C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27(1), 107–129. https://doi.org/10.1007/s10798-015-9328-x
  • Fantz, T. D., De Miranda, M. A., & Siller, T. J. (2011). Knowing what engineering and technology teachers need to know: An analysis of pre-service teachers engineering design problems. International Journal of Technology & Design Education, 21(3), 307-320.
  • Firdaus, A. R., Wardani, D. S., Altaftazani, D. H., Kelana, J. B., & Rahayu, G. D. S. (2020). Mathematics learning in elementary school through engineering design process method with STEM approach. Journal of Physics: Conference Series (Vol. 1657, No. 1, p. 012044). IOP Publishing.
  • Fitzallen, N. (2015). STEM Education: What does mathematics have to offer?. Mathematics Education Research Group of Australasia.
  • Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61– 65.
  • Forde, E. N., Robinson, L., Ellis, J. A., & Dare, E. A. (2023). Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units. Disciplinary and Interdisciplinary Science Education Research, 5(1), 3.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th edt.). McGram-Hill Companies.
  • Frodeman, R., Klein, J. T., & Pacheco, R. C. D. S. (Eds.). (2010). The Oxford handbook of interdisciplinarity. Oxford University Press.
  • Gunckel, K. L., & Tolbert, S. (2018). The imperative to move toward a dimension of care in engineering education. Journal of Research in Science Teaching, 55(7), 938-961.
  • Guzey, S. S., Moore, T. J., & Harwell, M. (2016). Building up STEM: An analysis of teacher-developed engineering design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(1), Article 2. https://doi.org/10.7771/2157-9288.1129
  • Guler, G., Sen, C., Ay, Z. S., & Ciltas, A. (2019). Engineering skills that emerge during Model-Eliciting Activities (MEAs) based on 3D modeling done with mathematics pre-service teachers. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(3), 251-270
  • Hathcock, S.J., Dickerson, D.L., Eckhoff, A., & Katsioloudis, P. (2015). Scaffolding for creative product possibilities in a design-based STEM activity. Research in Science Education, 45(5), 727-748. https://doi.org/10.1007/s11165-014 9437-7
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses. Publications. Paper 165.
  • International Technology Education Association [ITEA] (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: International Technology Education Association.
  • Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Association for Supervision and Curriculum Development, VA 22314.
  • Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). Design and design thinking in STEM education. Journal for STEM Education Research, 2, 93-104.
  • Lie, R., Selcen Guzey, S., & Moore, T. J. (2019). Implementing engineering in diverse upper elementary and middle school science classrooms: Student learning and attitudes. Journal of Science Education and Technology, 28(2), 104-117. https://doi.org/10.1007/s10956-018-9751-3
  • Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51(6), 869-884.
  • Maiorca, C. (2016). A case study: Students' mathematics-related beliefs from integrated STEM model-eliciting activities (Doctoral dissertation). University of Nevada, Las Vegas.
  • Milli Eğitim Bakanlığı [MEB]. (2018). Matematik dersi (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar) öğretim programı. Talim Terbiye Kurulu Başkanlığı.
  • Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 35-60). Purdue University Press.
  • Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institute for Excellence in STEM), 20, 2-7.
  • Mulder, M. (2012). Interdisciplinarity and education: towards principles of pedagogical practice. The Journal of Agricultural Education and Extension, 18(5), 437-442.
  • National Academy of Engineering and National Research Council [NAE and NRC]. (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. The National Academies Press.
  • National Research Council [NRC] & National Academy of Engineering [NAE]. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. (L. Katehi, G. Pearson, & M. Feder, Eds.). National Academies Press.
  • Newell, W. H., Wentworth, J., & Sebberson, D. (2001). A theory of interdisciplinary studies. Issues in Interdisciplinary Studies.
  • NGSS Lead States (2013). Next generation science standards: For states, by states. The National Academies Press.
  • Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294.
  • Pişkin Tunç, M. & Gündoğdu, N. S. (2022). Middle school students’ views about STEM activities used in teaching ratio and proportion. Bartın University Journal of Faculty of Education, 11 (3) , 647-662.
  • Pugalenthi, P. (2019). Integration of engineering in a middle grade mathematics classroom: A conceptual framework for science, technology, engineering and mathematics (STEM) integration (Doctoral dissertation). The University of North Carolina at Charlotte.
  • Rodriguez, A. J., & Shim, S. W. (2021). Addressing critical cross-cultural issues in elementary STEM education research and practice: a critical review essay of engineering in elementary STEM education. Cultural Studies of Science Education, 16, 1-17.
  • Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is adding the e enough? Investigating the impact of K‐12 engineering standards on the implementation of STEM integration. School science and mathematics, 112(1), 31-44. https://doi.org/10.1111/j.1949-8594.2011.00112.x
  • Stohlmann, M., Maiorca, C., & DeVaul, L. (2017). Elementary teachers' engineering design activities from a state without engineering standards. Science Educator, 26(1), 48-59.
  • Strauss, A.,& Corbin, J. (1990). Basics of qualitative research (Vol. 15). CA: Sage
  • Tourniaire, F., & Pulos, S. (1985). Proportional reasoning: A review of the literature. Educational Studies in Mathematics, 16, 181–204.
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), Article 2. https://doi.org/10.5703/1288284314636
  • Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., Rogers, C., Barnett, M., & Marulcu, I. (2010). Incorporating engineering design into elementary school science curricula. In American Society for Engineering Education Annual Conference & Exposition, Louisville, KY.
  • Wendell, K. B., & Rogers, C. B. (2013). Engineering design-based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513–540. https://doi.org/10.1002/jee.20026
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Matematik Eğitimi, STEM Eğitimi
Bölüm Makaleler
Yazarlar

Zeynep Gül Dertli 0000-0002-4750-5343

Bahadır Yıldız 0000-0003-4816-3071

Erken Görünüm Tarihi 4 Mayıs 2024
Yayımlanma Tarihi 15 Mayıs 2024
Gönderilme Tarihi 12 Nisan 2023
Kabul Tarihi 12 Mart 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 61

Kaynak Göster

APA Dertli, Z. G., & Yıldız, B. (2024). Mühendislik Tasarım Temelli Matematik Etkinliklerinin Ortaokul Öğrencilerinin Akademik Başarılarına Etkisi ve Etkinliklere İlişkin Öğrenci Görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(61), 362-388. https://doi.org/10.9779/pauefd.1282019
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27767https://creativecommons.org/licenses/by-nc-nd/4.0/