Araştırma Makalesi
BibTex RIS Kaynak Göster

STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına ve Mesleki İlgilerine Etkisinin İncelenmesi

Yıl 2022, Cilt: 42 Sayı: 3, 2081 - 2124, 30.12.2022
https://doi.org/10.17152/gefad.1087950

Öz

Bu araştırmanın amacı, STEAM yaklaşımının öğrencilerin sanata yönelik tutumlarına, STEM mesleki ilgilerine, STEAM anlayış ve bakış açılarına katkısını tespit etmektir. Araştırmanın katılımcıları seçkisiz olmayan örnekleme yöntemlerinden biri olan uygun örnekleme yöntemi yoluyla seçilmiş olan ve 2017-2018 eğitim-öğretim yılında Orta Anadolu’nun bir ilindeki Güzel Sanatlar Lisesi 11. sınıfta öğrenim gören 26 öğrenciden oluşmuştur. 10 hafta süren bu araştırma karma desene göre dizayn edilmiş, nitel ve nicel yöntemler birlikte kullanılmıştır. Araştırmanın ilk aşamasında nicel yöntem olarak deneme öncesi modellerden tek gruplu ön test son test modeli uygulanmıştır. Bu aşamada nicel veri toplama araçları ön test ve son test şeklinde etkinlik öncesinde ve sonrasında uygulanmıştır. Araştırmanın ikinci aşamasında nitel yöntemlerden biri olan görüşme gerçekleştirilmiştir. Bu aşamada veri toplama aracı olarak araştırmacılar tarafından geliştirilen görüşme formu uygulanmıştır. Araştırma sonunda nicel veri araçlarıyla toplanan veriler, bir istatistik programı kullanılarak Wilcoxon İşaretli Sıralar testiyle analiz edilmiştir. Nitel verilerin analizinde ise içerik analizi kullanılmış yer yer katılımcıların verdikleri cevaplardan direkt alıntılar yapılmıştır. Araştırmanın sonucunda katılımcıların uygulanan STEAM yaklaşımının katılımcıların STEM mesleki ilgilerinin arttığı ve bunun son test lehine olduğu yine sanata yönelik tutumlarını anlamlı bir şekilde geliştirdiği ve bunun son test lehine olduğu anlaşılmıştır. Katılımcılar gerçekleştirilen STEAM uygulamasının kendilerine hem sanat hem de akademik anlamda katkısının olduğunu vurgulamışlardır.

Kaynakça

  • Allina, B. (2018). The development of STEAM educational policy to promote student creativity and social empowerment. Arts Education Policy Review, 119(2), 77-87.
  • Azkın, Z. (2019). STEAM (Fen – Teknoloji – Mühendislik – Sanat – Matematik) uygulamalarının öğrencilerin sanata yönelik tutumlarına, STEAM anlayışlarına ve mesleki ilgilerine etkisinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Karamanoğlu Mehmetbey Üniversitesi Fen Bilimleri Enstitüsü.
  • Baker, B. (2014). Arts Education. CQ Researcher, 22, 253-276. http://library.cqpress.com/
  • Bandura, A. (2012). Self-efficiacy the exercise of control, 13th ed.; Freeman: New York, NY, USA, ISBN 978-0716728504.
  • Beghetto, R. A. (2010). Creativity in the classroom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 447–463). Cambridge University Press.
  • Belardo, C. M. (2015). STEM Integration with Art: A renewed reason for STEAM. SMTC Plan B Papers. Paper, 12.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative Research in Education an introduction to theory and practice. Boston: Allyn ve Bacon.
  • Büyüköztürk, Ş. (2011). Deneysel desenler. 3. Baskı. Ankara: Pegem Yayınları.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., ve Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri, 4. Baskı. Ankara: Pegem Yayınları.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National science teachers association, NSTA Press, Arlington, Virginia.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi, Ankara: Pegem Akademi.
  • Cantrell, S. (2015). Science, technology, engineering, art and mathematics: Key elementsin the evolution of the contemporary art guilt. Unpublished master thesis. George Mason Universtiy, Fairfax, VA.
  • Clary, R. (2016). Science and Art in the national parks: Celebrating the centennial of the US national park service. The Science Teacher, 83(7), 33–38.
  • Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the code? How creativity & motivation interacts with inquiry-based learning. Creativity Research Journal, 31(3), 284–295.
  • Conradty, C., Sotiriou, S. A., & Bogner, F. X. (2020). How creativity in STEAM modules intervenes with self-efficacy and motivation. Education Sciences, 10(3):70. https://doi.org/10.3390/educsci10030070
  • Cook, K., Bush, S., & Cox, R. (2017). Engineering Encounters: From STEM to STEAM. Science and Children, 54(6), 86-93.
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches. New York: Sage.
  • Creswell, J. W. & Plano Clark, V. L. (2014). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi. (Y. Dede, S. B. Demir, Dü, ve A. Delice, Çev.) Anı Yayıncılık, Ankara, Türkiye.
  • Çevik, M. (2018a). Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students. Pegem Journal of Education and Instruction, 8(2), 281–306. https://doi.org/10.14527/pegegog.2018.012
  • Çevik, M. (2018b). From STEM to STEAM in ancient age architecture. World Journal on Educational Technology: Current Issues, 10(4), 52-71.
  • Çevik, M. (2018c). Investigating STEM semantics and perceptions of engineer candidates and pre-service teachers: A mixed method study. International Journal of Educational Technology, 5(2), 1-17.
  • Çevik, M. (2021). Disiplinler ötesi bir yaklaşım: STEAM (Fen Teknoloji Mühendislik Sanat Matematik). Nuhoğlu, H. (Ed), Eğitimcinin STEM öğrenme yolculuğu içinde (225-251/602), Pegem Akademi.
  • Dede, H. (2016). Öğrencilerin sanata karşı bakış açılarını ortaya koymaya yönelik bir tutum ölçeği. İdil, 5 (25), 1559-1576. DOI: 10.7816/idil-05-25-13.
  • Eger, J. (2013). STEAM…Now!.The STEAM Journal, 1(1), 8, 1-7. DOI: 10.5642/steam.201301.08.
  • Feldman, A. (2015). STEAM rising: Why we need to put the arts into STEM education. Slate.http://www.slate.com/articles/technology/future_tense/2015/06/steam_vs_stem_why_we_ need_to_put_the_arts_into_stem_education.htm adresinden 11.12.2019 tarihinde alınmıştır.
  • Ganesh, T. G. (2011). Analyzing subject-produced drawings: the use of the draw-an-engineer assessment in context. In ASEE Annual Conference and Exposition, Conference Proceedings.
  • Gates, A. E. (2017). Benefits of a STEAM collaboration in Newark, New Jersey: Volcano simulation through a glass-making experience. Journal of Geoscience Education, 65(1), 4–11.
  • Gençer, H. (2017). Güzel sanatlar ve spor liselerinde görsel sanatlar dersinde plastik sanat elemanlarından çizginin çocuğun yaratıcılığına etkisi (Kırıkkale ili örneği). Sanat Eğitimi Dergisi, 5(1), 111-134.
  • Gettings, M. (2016). Putting it all together: STEAM, PBL, scientific method, and the studio habits of mind. Art Education, 69(4), 10–11.
  • Glass, D., & Wilson, C. (2016). The art and science of looking: Collaboratively learning our way to improved STEAM education [PDF]. Art Education, 69(6), 8-14. https://doi.org/10.1080/00043125.2016.1224822.
  • Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Kellam, N. N., & Walther, J. (2015). Collaborative creativity in STEAM: Narratives of art education students’ experiences in transdisciplinary spaces. International journal of education & the arts, 16(15).
  • Gülhan, F., & Şahin, F. (2018). STEAM (STEM+Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi. Journal of Human Sciences, 15(3), 1675-1699.
  • Han, S., Capraro, R., & Capraro, M. M. (2014). How science, technology, engineerıng, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13, 1089-1113.
  • Hardiman, M., Magsamen, S., McKhann, G., & Eilber, J. (2009). Neuroeducation: Learning, arts, and the brain. New York, NY: Dana Press.
  • Hetherington, L., H., R., Keene, K., Chappell, M., Cukurova, & C., Slade. 2016. Creations project deliverable 2.4: Professional development of educators; Considerations and Strategies.
  • Johnson, R. B., & Onwuegbuzie, A. J., (2004). Mixed methods research: A research paradigm whose time hascome. Educational Researcher, 33(7), 14-26.
  • Kant, J. Burckhard, S., & Meyers, R. (2018). Engaging High School Girls in Native American Culturally Responsive STEAM Activities. Journal of STEM Education, 18(5).
  • Keegan, R., Norum, R., Sroka, M., & Zuber, T. (2020). An Assessment of STEAM careers and workforce development in Northern New Mexico, The Community Learning Network.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The development of the STEM career ınterest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
  • Kim, D., Ko, D., Han, M., & Hong, S. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15, 587-605.
  • Kong, Y. T., & Ji, In-C. (2014). The effect of subject based STEAM activity programs on scientific attitude, self efficacy, and motivation for scientific learning. International Information Institute (Tokyo), Information, 17(8), 3629-3636.
  • Koyunlu Ünlü, Z., Dökme, İ., & Ünlü, V. (2016). Adaptation of the science, technology, engineering, and mathematics career ınterest survey (STEM-CIS) Into Turkish. Eurasian Journal of Educational Research, 63,21-36.
  • Kwona, S. B., Namb, D., & Leec, T. W. (2011). The effects of convergence education based STEAM on elementary school students’ creative personality. T. Hirashima et al.(Eds.). Proceedings of the 19th International Conference on Computers in Education. Chiang Mai, Thailand.
  • Maeda, J. (2013). STEM+Art= STEAM. The STEAM Journal, 1(1), 1-3.. 10.5642/steam.201301.34.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı [MEB] (2018). Ortaöğretim biyoloji dersi öğretim programı (Ortaöğretim 9, 10, 11 ve 12. Sınıflar). Ankara.
  • Morgan, D. L., & Morgan, R. K. (2008). Single-case research methods for the behavioral and health sciences. SAGE Publications.
  • Morrison J. (2006). TIES STEM Education monograph series: Atributes of STEM education. Baltimore, MD:TIES, (2)5, 1-7.
  • Moyer, L., & Miller, T. (2017). Cultivating community resources: Formal and nonformal educators partner to change the world…one step at a time. Children’s Technology and Engineering, 22(2), 16–19.
  • National Academy of Engineering [NAE]. (2010). Standardsfor K-12 engineering education. Washington, DC: National Academies Press.
  • National Academy of Sciences [NAS] (2007). Rising above the gathering storm: energizing and employing america for a brighter economic future. Washington, DC: The National Academies Press. https://doi.org/10.17226/11463.
  • National Research Council [NRC]. (2012). A Framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academy Press.
  • Noonan, R. (2017). Office of the chief economist, economics and statistics administration, U.S. Department of Commerce. STEM jobs: 2017 update (ESA Issue Brief # 02-17). http://www.esa.gov/reports/stem-jobs-2017-update sayfasından 12.12.2020 tarihinde erişilmiştir.
  • Özata, H. (2007). Öğretmenlerin öz-yeterlik algılarının ve örgütsel yenileşmeye ilişkin görüşlerinin araştırılması. (Yayımlanmamış Yüksek Lisans Tezi). Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli.
  • Özçakır Sümen, Ö., & Çalışıcı, H. (2016). Pre-Service Teachers’ mind maps and opinions on STEM education ımplemented in an environmental literacy course. Educational Sciences: Theory & Practice, 16, 459-476.
  • Özçelik A., & Akgündüz, D. (2018). Üstün/özel yetenekli öğrencilerle yapılan okul dışı STEM eğitiminin değerlendirilmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 334- 351.
  • Pajares, F. (1996). Self-efficiacy beliefs in academic settings. Review of Educational Research, 66, 543–578.
  • Park, N., & Ko, Y. (2012). Computer education’s teaching-learning methods using educational programming language based on STEAM education. In IFIP International Conference on Network and Parallel Computing (pp. 320-327). Springer, Berlin, Heidelberg.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3. baskıdan çeviri). (M. Bütün ve S. B. Demir Çev. Eds). Ankara: Pegem Akademi.
  • Pekbay, C. (2017). Fen teknoloji, mühendislik ve matematik etkinliklerinin ortaokul öğrencileri üzerindeki etkileri. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi. Eğitim Bilimleri Enstitüsü, Ankara.
  • Rabalais, M. E. (2014). STEAM: A National study of the ıntegration of the arts in to STEM ınstructionandits ımpact on student achievement. A Dissertation Presented to the Graduate Faculty of the University of Louisiana Lafayette In Partial Fulfillment of the Requirements for the Degree Doctor of Education.
  • Radloff, J., & Guzey, S. (2016). Investigating preservices temteacher conceptions of STEM education. Journal Science Education Technology, 25, 759–774. DOI 10.1007/s10956-016-9633-5.
  • Riley, S. (2018). STEAM Careers for the 21st Century. https://artsintegration.com/2018/09/01/steam-careers-for-the-21st-century/ adresinden 21.03.2022 tarihinde alınmıştır.
  • Runco, M. A., Çayırdağ, N., & Acar, S. (2010). Quantitative research on creativity. Inside, Thomson, P., & Sefton-Green, J. (ed). Researching creative learning. Routledge.
  • Seçkin, F., & Bülbül, M. (2020). İnsan anatomisinde altın oranlama ve sanat eserlerindeki karşılaştırmalı analizi. Temel Eğitim Dergisi, 2(4), 6-20.
  • Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. YC Young Children, 67(1), 36.
  • Silverman, D. (2013). Doing qualitative research: A practical handbook. New York: Sage.
  • U.S. Department of Education (2021)(b.t.). Science, Technology, Engineering, and Math, including Computer Science. https://www.ed.gov/stem. sitesinden 6 Aralık 2021 tarihinde alınmıştır.
  • Wagner, R. 2010. Mind society and human action: time and knowledge in a theory of social economy. London: Routledge.
  • Watson, A. D., & Watson, G. H. (2013). Transitioning STEM to STEAM: Reformation of engineering education. Journal for Quality & Participation, 36(3), 1-4.
  • Weatherly, L., Oleson, V., & Kistner, L. R. (2017). Over the fence: Engaging preschoolers and families in a yearlong STEAM investigation. YC Young Children, 72(5), 44–50.
  • Wilson, H. E. (2018). Integrating the arts and STEM for gifted learners. Roeper Review, 40(2), 108-120.
  • Yakman, G. (2008). STΣ@M Education: an overview of creating a model of integrative education. Pupils Attitudes Towards Technology. 2008 Annual Proceedings. Netherlands.
  • Yavuz, M., Gülmez, D., & Özkaral, T. C. (2016). Meslek lisesi öğrencilerinin bilişsel ve duyuşsal özellikleri. Eğitim ve Bilim, 41(187), 29-44.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (10. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, B. (2013). STEM eğitimi ve Türkiye, in IV. National Primary Education Student Congress, Nevşehir Hacı Bektaş University.
  • Yokana, L. (2014). The art of thinking like a scientist. Generation STEM, 9(9), htpp://www.ascd.org/ascd-express/vol9/909-yokana.aspx adresinden 06.01.2018 tarihinde edinilmiştir.

Investigation of the Effect of STEAM Approach on Students' Attitudes Towards Art, STEAM Understandings and Professional Interests

Yıl 2022, Cilt: 42 Sayı: 3, 2081 - 2124, 30.12.2022
https://doi.org/10.17152/gefad.1087950

Öz

The aim of this research is to determine the contribution of the STEAM approach to students' attitudes towards art, STEM professional interests, and STEAM understanding and perspectives. The participants of the study consisted of 26 students who were selected through convenient sampling, which is one of the non-random sampling methods, and were educated in the 11th grade of Fine Arts High School in a province in Middle Anatolian in the 2017-2018 academic year. This study, which lasted 10 weeks, was designed according to a mixed design, and qualitative and quantitative methods were used together. In the first stage of the study, a single-group pre-test post-test design, one of the pre-experimental models, was applied as a quantitative method. At this stage, quantitative data collection tools were applied before and after the activity in the form of pre-test and post-test. In the second stage of the research, one of the qualitative methods was interview. At this stage, the interview form developed by the researchers was applied as a data collection tool. As a result of the research, the data collected with quantitative data tools were analyzed with the Wilcoxon Signed Ranks test using a statistics program. In the analysis of qualitative data, content analysis and descriptive analysis were used, and direct quotations were made from the answers given by the participants. As a result of the research, it was understood that the STEAM approach applied by the participants increased the STEM professional interests of the participants and this was in favor of the post-test, and it significantly improved their attitudes towards art, and this was in favor of the post-test. Participants emphasized that the STEAM application made contributed to them both artistically and academically.

Kaynakça

  • Allina, B. (2018). The development of STEAM educational policy to promote student creativity and social empowerment. Arts Education Policy Review, 119(2), 77-87.
  • Azkın, Z. (2019). STEAM (Fen – Teknoloji – Mühendislik – Sanat – Matematik) uygulamalarının öğrencilerin sanata yönelik tutumlarına, STEAM anlayışlarına ve mesleki ilgilerine etkisinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Karamanoğlu Mehmetbey Üniversitesi Fen Bilimleri Enstitüsü.
  • Baker, B. (2014). Arts Education. CQ Researcher, 22, 253-276. http://library.cqpress.com/
  • Bandura, A. (2012). Self-efficiacy the exercise of control, 13th ed.; Freeman: New York, NY, USA, ISBN 978-0716728504.
  • Beghetto, R. A. (2010). Creativity in the classroom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 447–463). Cambridge University Press.
  • Belardo, C. M. (2015). STEM Integration with Art: A renewed reason for STEAM. SMTC Plan B Papers. Paper, 12.
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative Research in Education an introduction to theory and practice. Boston: Allyn ve Bacon.
  • Büyüköztürk, Ş. (2011). Deneysel desenler. 3. Baskı. Ankara: Pegem Yayınları.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., ve Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri, 4. Baskı. Ankara: Pegem Yayınları.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National science teachers association, NSTA Press, Arlington, Virginia.
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi, Ankara: Pegem Akademi.
  • Cantrell, S. (2015). Science, technology, engineering, art and mathematics: Key elementsin the evolution of the contemporary art guilt. Unpublished master thesis. George Mason Universtiy, Fairfax, VA.
  • Clary, R. (2016). Science and Art in the national parks: Celebrating the centennial of the US national park service. The Science Teacher, 83(7), 33–38.
  • Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the code? How creativity & motivation interacts with inquiry-based learning. Creativity Research Journal, 31(3), 284–295.
  • Conradty, C., Sotiriou, S. A., & Bogner, F. X. (2020). How creativity in STEAM modules intervenes with self-efficacy and motivation. Education Sciences, 10(3):70. https://doi.org/10.3390/educsci10030070
  • Cook, K., Bush, S., & Cox, R. (2017). Engineering Encounters: From STEM to STEAM. Science and Children, 54(6), 86-93.
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches. New York: Sage.
  • Creswell, J. W. & Plano Clark, V. L. (2014). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi. (Y. Dede, S. B. Demir, Dü, ve A. Delice, Çev.) Anı Yayıncılık, Ankara, Türkiye.
  • Çevik, M. (2018a). Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students. Pegem Journal of Education and Instruction, 8(2), 281–306. https://doi.org/10.14527/pegegog.2018.012
  • Çevik, M. (2018b). From STEM to STEAM in ancient age architecture. World Journal on Educational Technology: Current Issues, 10(4), 52-71.
  • Çevik, M. (2018c). Investigating STEM semantics and perceptions of engineer candidates and pre-service teachers: A mixed method study. International Journal of Educational Technology, 5(2), 1-17.
  • Çevik, M. (2021). Disiplinler ötesi bir yaklaşım: STEAM (Fen Teknoloji Mühendislik Sanat Matematik). Nuhoğlu, H. (Ed), Eğitimcinin STEM öğrenme yolculuğu içinde (225-251/602), Pegem Akademi.
  • Dede, H. (2016). Öğrencilerin sanata karşı bakış açılarını ortaya koymaya yönelik bir tutum ölçeği. İdil, 5 (25), 1559-1576. DOI: 10.7816/idil-05-25-13.
  • Eger, J. (2013). STEAM…Now!.The STEAM Journal, 1(1), 8, 1-7. DOI: 10.5642/steam.201301.08.
  • Feldman, A. (2015). STEAM rising: Why we need to put the arts into STEM education. Slate.http://www.slate.com/articles/technology/future_tense/2015/06/steam_vs_stem_why_we_ need_to_put_the_arts_into_stem_education.htm adresinden 11.12.2019 tarihinde alınmıştır.
  • Ganesh, T. G. (2011). Analyzing subject-produced drawings: the use of the draw-an-engineer assessment in context. In ASEE Annual Conference and Exposition, Conference Proceedings.
  • Gates, A. E. (2017). Benefits of a STEAM collaboration in Newark, New Jersey: Volcano simulation through a glass-making experience. Journal of Geoscience Education, 65(1), 4–11.
  • Gençer, H. (2017). Güzel sanatlar ve spor liselerinde görsel sanatlar dersinde plastik sanat elemanlarından çizginin çocuğun yaratıcılığına etkisi (Kırıkkale ili örneği). Sanat Eğitimi Dergisi, 5(1), 111-134.
  • Gettings, M. (2016). Putting it all together: STEAM, PBL, scientific method, and the studio habits of mind. Art Education, 69(4), 10–11.
  • Glass, D., & Wilson, C. (2016). The art and science of looking: Collaboratively learning our way to improved STEAM education [PDF]. Art Education, 69(6), 8-14. https://doi.org/10.1080/00043125.2016.1224822.
  • Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Kellam, N. N., & Walther, J. (2015). Collaborative creativity in STEAM: Narratives of art education students’ experiences in transdisciplinary spaces. International journal of education & the arts, 16(15).
  • Gülhan, F., & Şahin, F. (2018). STEAM (STEM+Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi. Journal of Human Sciences, 15(3), 1675-1699.
  • Han, S., Capraro, R., & Capraro, M. M. (2014). How science, technology, engineerıng, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13, 1089-1113.
  • Hardiman, M., Magsamen, S., McKhann, G., & Eilber, J. (2009). Neuroeducation: Learning, arts, and the brain. New York, NY: Dana Press.
  • Hetherington, L., H., R., Keene, K., Chappell, M., Cukurova, & C., Slade. 2016. Creations project deliverable 2.4: Professional development of educators; Considerations and Strategies.
  • Johnson, R. B., & Onwuegbuzie, A. J., (2004). Mixed methods research: A research paradigm whose time hascome. Educational Researcher, 33(7), 14-26.
  • Kant, J. Burckhard, S., & Meyers, R. (2018). Engaging High School Girls in Native American Culturally Responsive STEAM Activities. Journal of STEM Education, 18(5).
  • Keegan, R., Norum, R., Sroka, M., & Zuber, T. (2020). An Assessment of STEAM careers and workforce development in Northern New Mexico, The Community Learning Network.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The development of the STEM career ınterest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
  • Kim, D., Ko, D., Han, M., & Hong, S. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15, 587-605.
  • Kong, Y. T., & Ji, In-C. (2014). The effect of subject based STEAM activity programs on scientific attitude, self efficacy, and motivation for scientific learning. International Information Institute (Tokyo), Information, 17(8), 3629-3636.
  • Koyunlu Ünlü, Z., Dökme, İ., & Ünlü, V. (2016). Adaptation of the science, technology, engineering, and mathematics career ınterest survey (STEM-CIS) Into Turkish. Eurasian Journal of Educational Research, 63,21-36.
  • Kwona, S. B., Namb, D., & Leec, T. W. (2011). The effects of convergence education based STEAM on elementary school students’ creative personality. T. Hirashima et al.(Eds.). Proceedings of the 19th International Conference on Computers in Education. Chiang Mai, Thailand.
  • Maeda, J. (2013). STEM+Art= STEAM. The STEAM Journal, 1(1), 1-3.. 10.5642/steam.201301.34.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı [MEB] (2018). Ortaöğretim biyoloji dersi öğretim programı (Ortaöğretim 9, 10, 11 ve 12. Sınıflar). Ankara.
  • Morgan, D. L., & Morgan, R. K. (2008). Single-case research methods for the behavioral and health sciences. SAGE Publications.
  • Morrison J. (2006). TIES STEM Education monograph series: Atributes of STEM education. Baltimore, MD:TIES, (2)5, 1-7.
  • Moyer, L., & Miller, T. (2017). Cultivating community resources: Formal and nonformal educators partner to change the world…one step at a time. Children’s Technology and Engineering, 22(2), 16–19.
  • National Academy of Engineering [NAE]. (2010). Standardsfor K-12 engineering education. Washington, DC: National Academies Press.
  • National Academy of Sciences [NAS] (2007). Rising above the gathering storm: energizing and employing america for a brighter economic future. Washington, DC: The National Academies Press. https://doi.org/10.17226/11463.
  • National Research Council [NRC]. (2012). A Framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academy Press.
  • Noonan, R. (2017). Office of the chief economist, economics and statistics administration, U.S. Department of Commerce. STEM jobs: 2017 update (ESA Issue Brief # 02-17). http://www.esa.gov/reports/stem-jobs-2017-update sayfasından 12.12.2020 tarihinde erişilmiştir.
  • Özata, H. (2007). Öğretmenlerin öz-yeterlik algılarının ve örgütsel yenileşmeye ilişkin görüşlerinin araştırılması. (Yayımlanmamış Yüksek Lisans Tezi). Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli.
  • Özçakır Sümen, Ö., & Çalışıcı, H. (2016). Pre-Service Teachers’ mind maps and opinions on STEM education ımplemented in an environmental literacy course. Educational Sciences: Theory & Practice, 16, 459-476.
  • Özçelik A., & Akgündüz, D. (2018). Üstün/özel yetenekli öğrencilerle yapılan okul dışı STEM eğitiminin değerlendirilmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 334- 351.
  • Pajares, F. (1996). Self-efficiacy beliefs in academic settings. Review of Educational Research, 66, 543–578.
  • Park, N., & Ko, Y. (2012). Computer education’s teaching-learning methods using educational programming language based on STEAM education. In IFIP International Conference on Network and Parallel Computing (pp. 320-327). Springer, Berlin, Heidelberg.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3. baskıdan çeviri). (M. Bütün ve S. B. Demir Çev. Eds). Ankara: Pegem Akademi.
  • Pekbay, C. (2017). Fen teknoloji, mühendislik ve matematik etkinliklerinin ortaokul öğrencileri üzerindeki etkileri. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi. Eğitim Bilimleri Enstitüsü, Ankara.
  • Rabalais, M. E. (2014). STEAM: A National study of the ıntegration of the arts in to STEM ınstructionandits ımpact on student achievement. A Dissertation Presented to the Graduate Faculty of the University of Louisiana Lafayette In Partial Fulfillment of the Requirements for the Degree Doctor of Education.
  • Radloff, J., & Guzey, S. (2016). Investigating preservices temteacher conceptions of STEM education. Journal Science Education Technology, 25, 759–774. DOI 10.1007/s10956-016-9633-5.
  • Riley, S. (2018). STEAM Careers for the 21st Century. https://artsintegration.com/2018/09/01/steam-careers-for-the-21st-century/ adresinden 21.03.2022 tarihinde alınmıştır.
  • Runco, M. A., Çayırdağ, N., & Acar, S. (2010). Quantitative research on creativity. Inside, Thomson, P., & Sefton-Green, J. (ed). Researching creative learning. Routledge.
  • Seçkin, F., & Bülbül, M. (2020). İnsan anatomisinde altın oranlama ve sanat eserlerindeki karşılaştırmalı analizi. Temel Eğitim Dergisi, 2(4), 6-20.
  • Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. YC Young Children, 67(1), 36.
  • Silverman, D. (2013). Doing qualitative research: A practical handbook. New York: Sage.
  • U.S. Department of Education (2021)(b.t.). Science, Technology, Engineering, and Math, including Computer Science. https://www.ed.gov/stem. sitesinden 6 Aralık 2021 tarihinde alınmıştır.
  • Wagner, R. 2010. Mind society and human action: time and knowledge in a theory of social economy. London: Routledge.
  • Watson, A. D., & Watson, G. H. (2013). Transitioning STEM to STEAM: Reformation of engineering education. Journal for Quality & Participation, 36(3), 1-4.
  • Weatherly, L., Oleson, V., & Kistner, L. R. (2017). Over the fence: Engaging preschoolers and families in a yearlong STEAM investigation. YC Young Children, 72(5), 44–50.
  • Wilson, H. E. (2018). Integrating the arts and STEM for gifted learners. Roeper Review, 40(2), 108-120.
  • Yakman, G. (2008). STΣ@M Education: an overview of creating a model of integrative education. Pupils Attitudes Towards Technology. 2008 Annual Proceedings. Netherlands.
  • Yavuz, M., Gülmez, D., & Özkaral, T. C. (2016). Meslek lisesi öğrencilerinin bilişsel ve duyuşsal özellikleri. Eğitim ve Bilim, 41(187), 29-44.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. (10. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, B. (2013). STEM eğitimi ve Türkiye, in IV. National Primary Education Student Congress, Nevşehir Hacı Bektaş University.
  • Yokana, L. (2014). The art of thinking like a scientist. Generation STEM, 9(9), htpp://www.ascd.org/ascd-express/vol9/909-yokana.aspx adresinden 06.01.2018 tarihinde edinilmiştir.
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Zeynel Azkın 0000-0002-2135-0443

Mustafa Çevik 0000-0001-5064-6983

Yayımlanma Tarihi 30 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 42 Sayı: 3

Kaynak Göster

APA Azkın, Z., & Çevik, M. (2022). STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına ve Mesleki İlgilerine Etkisinin İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(3), 2081-2124. https://doi.org/10.17152/gefad.1087950
AMA Azkın Z, Çevik M. STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına ve Mesleki İlgilerine Etkisinin İncelenmesi. GEFAD. Aralık 2022;42(3):2081-2124. doi:10.17152/gefad.1087950
Chicago Azkın, Zeynel, ve Mustafa Çevik. “STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına Ve Mesleki İlgilerine Etkisinin İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42, sy. 3 (Aralık 2022): 2081-2124. https://doi.org/10.17152/gefad.1087950.
EndNote Azkın Z, Çevik M (01 Aralık 2022) STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına ve Mesleki İlgilerine Etkisinin İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 3 2081–2124.
IEEE Z. Azkın ve M. Çevik, “STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına ve Mesleki İlgilerine Etkisinin İncelenmesi”, GEFAD, c. 42, sy. 3, ss. 2081–2124, 2022, doi: 10.17152/gefad.1087950.
ISNAD Azkın, Zeynel - Çevik, Mustafa. “STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına Ve Mesleki İlgilerine Etkisinin İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42/3 (Aralık 2022), 2081-2124. https://doi.org/10.17152/gefad.1087950.
JAMA Azkın Z, Çevik M. STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına ve Mesleki İlgilerine Etkisinin İncelenmesi. GEFAD. 2022;42:2081–2124.
MLA Azkın, Zeynel ve Mustafa Çevik. “STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına Ve Mesleki İlgilerine Etkisinin İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sy. 3, 2022, ss. 2081-24, doi:10.17152/gefad.1087950.
Vancouver Azkın Z, Çevik M. STEAM Yaklaşımının Öğrencilerin Sanata Yönelik Tutumlarına, STEAM Anlayışlarına ve Mesleki İlgilerine Etkisinin İncelenmesi. GEFAD. 2022;42(3):2081-124.