Araştırma Makalesi
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Öğretmen ve Öğretmen Adaylarının FeTeMM Eğitimine Yönelik Görüşlerini İnceleyen Çalışmaların İçerik Analizi

Yıl 2021, Cilt: 6 Sayı: 2, 109 - 125, 31.12.2021

Eser Ültay Sinem Balaban Neslihan Ültay

https://doi.org/10.52797/tujped.953385

Öz

Bu çalışmanın amacı geleceğe ışık tutacak olan öğretmen ve öğretmen adaylarının FeTeMM eğitimine yönelik görüşlerini inceleyen çalışmaların içerik analizini yapmaktır. Bu çalışma nitel bir çalışma olup tez ve makaleler nitel araştırma yöntemlerinden içerik analiziyle incelenmiştir. Bu amaçla incelenen çalışmalar üzerinde, amaç, yöntem, çalışma grubu, veri toplama araçları, verilerin analizi, sonuç ve önerilerine göre içerik analizi yapılmıştır. Bu çalışma için “FeTeMM eğitimine yönelik görüş”, “STEM”, “aday öğretmen”, “tutum”, “farkındalık” anahtar kelimeleri kullanılarak araştırma yapılmıştır. Tespit edilen 23 çalışma incelenerek, yedi soru başlığı belirlenmiş ve bu sorulara yanıt verilmeye çalışılmış veriler tablolar hâlinde sunulmuş ve frekans dağılımları belirlenmiştir. En yüksek frekansa sahip sonuç, öğretmenlerin ve öğretmen adaylarının FeTeMM'e yönelik olumlu tutumları ve görüşleri olmuştur. Araştırmadan elde edilen sonuçlara bakılarak şu önerilerde bulunabilir: FeTeMM eğitimine yönelimi artırmak için öğretmen eğitimi programlarında FeTeMM etkinlikleri yapılabilir. Öğretmen eğitimi programlarına FeTeMM eğitimi uygulamalı ders olarak yer alabilir.

Anahtar Kelimeler

içerik analizi FeTeMM eğitimi görüşleri öğretmen ve öğretmen adayları

Kaynakça

  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). A report on STEM Education in Turkey: A provisional agenda or a necessity?. Turkey, İstanbul: Aydın University, İstanbul Aydın University STEM Centre.
  • Altan, E. B., Yamak, H., & Kırıkkaya, E. B. (2016). A proposal of the STEM education for teacher training: Design based science education. Trakya University Journal of Education Faculty, 6(2), 212-232.
  • Aydın-Günbatar, S. (2019). Fen, teknoloji, mühendislik ve matematik (FeTeMM) yaklaşımı ve FeTeMM’e uygun etkinlik hazırlama rehberi. H. Artun ve S. Aydın-Günbatar (Eds.) Çağdaş Yaklaşımlarla Destekli Fen Öğretimi: Teoriden Uygulamaya Etkinlik Örnekleri içinde (ss. 2-23). Ankara: Pegem Akademi Yayıncılık.
  • Akyıldız, P. (2014). FeTeMM eğitimine dayali öğrenme-öğretme yaklaşimi (6. Bölüm). G. Ekici (Ed.) Etkinlik Örnekleriyle Güncel Öğrenme Öğretme Yaklaşımları-I içinde (ss. 978-605). Ankara: Pegem Akademi Yayıncılık.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: National Science Teachers.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Observation, 6, 396-412.
  • Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215- 226.
  • Çalık, M., Ünal, S., Coştu, B., & Karataş, F. Ö. (2008). Trends in Turkish science education. Essays in Education, Special Edition, 23-45.
  • Çepni, S. (2014). Araştırma ve proje çalişmalarina giriş (7. Baskı). Trabzon: Celepler Matbaacılık.
  • Çevik, M., Danıştay, A., & Yağcı, A. (2017). Evaluation of STEM (science – technology – engineering – mathematics) awareness of secondary school teachers with various variables. Sakarya University Journal of Education, 7(3), 584-599.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Gülhan, F., & Şahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602-620.
  • Hacıoğlu, Y. (2017). The effect of science, technology, engineering and mathematics (STEM) education based activities on prospective science teachers' critical and creative thinking skills. Unpublished PhD Thesis, Gazi University, Ankara.
  • Herdem, K., & Ünal, İ. (2018). Analysis of studies about STEM Education: A meta-synthesis study. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 48, 145-163.
  • Karahan, E., Canbazoğlu Bilici, S., & Ünal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240.
  • Kılıç, B., & Ertekin, Ö. (2017). MEB için Fen Teknoloji Mühendislik Matematik- FeTeMM Modeli (STEM) ile Eğitim. Access from http://tbae.bilgem.tubitak.gov.tr/
  • Knop, L., Ziaeefard, S., Ribeiro, G. A., Page, B. R., Ficanha, E., Miller, M. H., & Mahmoudian, N. (2017). A human-interactive robotic program for middle school stem education. 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1-7), IEEE.
  • MEB, (2018). Talim Terbiye Kurulu Başkanlığı, Fen Bilimleri Dersi Öğretim Programı, Ankara. Access from https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Moore, T. J. (2014). STEM Entegrasyon Çalışmalarını Geliştirmek için Mühendislik. ASEE Annual Conference & Expositon (June 2014), Indianapolis, Indiana.
  • Park, S. J., & Yoo, P. K. (2013). The effects of the learning motive, interest and science process skills using the 'Light' unit on sciencebased STEAM. Journal of Korean Elementary Science Education, 32(3), 225-238.
  • Rogers, C., & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education, 5(3), 17-28.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Tendencies of the researches published in education and science journal: Content analysis. Education and Science, 39(173), 430-453.
  • Strong, M. G. (2013). Developing elementary math and science process skills through engineering design instruction. Unpublished Master Thesis, Hofstra University.
  • Suri, H., & Clarke, D. (2009). Advancements in research systhesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430.
  • Şahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Educational Sciences: Theory and Practice, 14(1), 309-322.
  • Thomas, T. A. (2014). Elementary teachers' receptivity to integrated science, technology, engineering, and mathematics (STEM) education in the elementary grades. Unpublished PhD Thesis, University of Nevada, Reno.
  • TÜSİAD. (2017). 2023’e doğru Türkiye’de STEM gereksinimi. İstanbul: TÜSİAD. Access from https://tusiad.org/tr/yayinlar/raporlar/item/9735-2023-e-dog-ru-tu-rkiye-de-stem-gereksinimi
  • Ültay, E., Dönmez Usta, N., & Durmuş, T. (2017). Descriptive content analysis of mental model studies in education. Education for Life, 31(1), 21-40.
  • Ültay, E., Akyurt, H., & Ültay, N. (2021). Descriptive content analysis in social sciences. IBAD Journal of Social Sciences Journal, 6(10), 188-201.
  • Ültay, N., & Ültay, E. (2020). A comparative investigation of the views of pre-school teachers and teacher candidates about STEM. Journal of Science Learning, 3(2), 67-78.
  • Wang, H. (2012). A new era of science education: Science teachers‘ perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration. Unpublished PhD Thesis, University of Minnesota, Minnesota.
  • Yamak, H., Bulut, N., & Dündar, S. (2014). The impact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science. Gazi University Journal of Gazi Educational Faculty, 34(2), 249-265.

Content Analysis of the Studies Examining the Opinions of Teachers and Teacher Candidates on STEM Education

Yıl 2021, Cilt: 6 Sayı: 2, 109 - 125, 31.12.2021

Eser Ültay Sinem Balaban Neslihan Ültay

https://doi.org/10.52797/tujped.953385

Öz

The aim of this study is to analyze the content of the studies examining the opinions of teachers and teacher candidates on STEM education, which will shed light on the future. This study is a qualitative study and theses and articles were analyzed with content analysis, one of the qualitative research methods. For this purpose, content analysis was performed on the studies examined according to the purpose, method, study group, data collection tools, data analysis, results, and suggestions. For this study, a research has been conducted using the keywords "opinion on STEM education", "STEM", "teacher candidates", "attitude", "awareness". Identified 23 studies were examined and seven questions were determined and the data tried to be answered to these questions were presented in tables and their frequency distributions were determined. The result with the highest frequency was the positive attitudes of teachers and teacher candidates and opinions towards STEM. Based on the results obtained from the research, the following suggestions can be made: STEM activities can be carried out in teacher education programs to increase the tendency towards STEM education. STEM education can be included in teacher education programs as an applied lesson.

Anahtar Kelimeler

content analysis STEM education opinions teachers and teacher candidates

Kaynakça

  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). A report on STEM Education in Turkey: A provisional agenda or a necessity?. Turkey, İstanbul: Aydın University, İstanbul Aydın University STEM Centre.
  • Altan, E. B., Yamak, H., & Kırıkkaya, E. B. (2016). A proposal of the STEM education for teacher training: Design based science education. Trakya University Journal of Education Faculty, 6(2), 212-232.
  • Aydın-Günbatar, S. (2019). Fen, teknoloji, mühendislik ve matematik (FeTeMM) yaklaşımı ve FeTeMM’e uygun etkinlik hazırlama rehberi. H. Artun ve S. Aydın-Günbatar (Eds.) Çağdaş Yaklaşımlarla Destekli Fen Öğretimi: Teoriden Uygulamaya Etkinlik Örnekleri içinde (ss. 2-23). Ankara: Pegem Akademi Yayıncılık.
  • Akyıldız, P. (2014). FeTeMM eğitimine dayali öğrenme-öğretme yaklaşimi (6. Bölüm). G. Ekici (Ed.) Etkinlik Örnekleriyle Güncel Öğrenme Öğretme Yaklaşımları-I içinde (ss. 978-605). Ankara: Pegem Akademi Yayıncılık.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: National Science Teachers.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Observation, 6, 396-412.
  • Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215- 226.
  • Çalık, M., Ünal, S., Coştu, B., & Karataş, F. Ö. (2008). Trends in Turkish science education. Essays in Education, Special Edition, 23-45.
  • Çepni, S. (2014). Araştırma ve proje çalişmalarina giriş (7. Baskı). Trabzon: Celepler Matbaacılık.
  • Çevik, M., Danıştay, A., & Yağcı, A. (2017). Evaluation of STEM (science – technology – engineering – mathematics) awareness of secondary school teachers with various variables. Sakarya University Journal of Education, 7(3), 584-599.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Gülhan, F., & Şahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602-620.
  • Hacıoğlu, Y. (2017). The effect of science, technology, engineering and mathematics (STEM) education based activities on prospective science teachers' critical and creative thinking skills. Unpublished PhD Thesis, Gazi University, Ankara.
  • Herdem, K., & Ünal, İ. (2018). Analysis of studies about STEM Education: A meta-synthesis study. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 48, 145-163.
  • Karahan, E., Canbazoğlu Bilici, S., & Ünal, A. (2015). Integration of media design processes in science, technology, engineering, and mathematics (STEM) education. Eurasian Journal of Educational Research, 60, 221-240.
  • Kılıç, B., & Ertekin, Ö. (2017). MEB için Fen Teknoloji Mühendislik Matematik- FeTeMM Modeli (STEM) ile Eğitim. Access from http://tbae.bilgem.tubitak.gov.tr/
  • Knop, L., Ziaeefard, S., Ribeiro, G. A., Page, B. R., Ficanha, E., Miller, M. H., & Mahmoudian, N. (2017). A human-interactive robotic program for middle school stem education. 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1-7), IEEE.
  • MEB, (2018). Talim Terbiye Kurulu Başkanlığı, Fen Bilimleri Dersi Öğretim Programı, Ankara. Access from https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Moore, T. J. (2014). STEM Entegrasyon Çalışmalarını Geliştirmek için Mühendislik. ASEE Annual Conference & Expositon (June 2014), Indianapolis, Indiana.
  • Park, S. J., & Yoo, P. K. (2013). The effects of the learning motive, interest and science process skills using the 'Light' unit on sciencebased STEAM. Journal of Korean Elementary Science Education, 32(3), 225-238.
  • Rogers, C., & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education, 5(3), 17-28.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Tendencies of the researches published in education and science journal: Content analysis. Education and Science, 39(173), 430-453.
  • Strong, M. G. (2013). Developing elementary math and science process skills through engineering design instruction. Unpublished Master Thesis, Hofstra University.
  • Suri, H., & Clarke, D. (2009). Advancements in research systhesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430.
  • Şahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Educational Sciences: Theory and Practice, 14(1), 309-322.
  • Thomas, T. A. (2014). Elementary teachers' receptivity to integrated science, technology, engineering, and mathematics (STEM) education in the elementary grades. Unpublished PhD Thesis, University of Nevada, Reno.
  • TÜSİAD. (2017). 2023’e doğru Türkiye’de STEM gereksinimi. İstanbul: TÜSİAD. Access from https://tusiad.org/tr/yayinlar/raporlar/item/9735-2023-e-dog-ru-tu-rkiye-de-stem-gereksinimi
  • Ültay, E., Dönmez Usta, N., & Durmuş, T. (2017). Descriptive content analysis of mental model studies in education. Education for Life, 31(1), 21-40.
  • Ültay, E., Akyurt, H., & Ültay, N. (2021). Descriptive content analysis in social sciences. IBAD Journal of Social Sciences Journal, 6(10), 188-201.
  • Ültay, N., & Ültay, E. (2020). A comparative investigation of the views of pre-school teachers and teacher candidates about STEM. Journal of Science Learning, 3(2), 67-78.
  • Wang, H. (2012). A new era of science education: Science teachers‘ perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration. Unpublished PhD Thesis, University of Minnesota, Minnesota.
  • Yamak, H., Bulut, N., & Dündar, S. (2014). The impact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science. Gazi University Journal of Gazi Educational Faculty, 34(2), 249-265.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Eser Ültay 0000-0001-6839-6361

Sinem Balaban Bu kişi benim 0000-0003-3747-1634

Neslihan Ültay 0000-0002-9783-0486

Yayımlanma Tarihi 31 Aralık 2021
Gönderilme Tarihi 16 Haziran 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 2

Kaynak Göster

APA Ültay, E., Balaban, S., & Ültay, N. (2021). Content Analysis of the Studies Examining the Opinions of Teachers and Teacher Candidates on STEM Education. Turkish Journal of Primary Education, 6(2), 109-125. https://doi.org/10.52797/tujped.953385
 Kapak Resmi İndir

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