Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates' Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills

Hasan Temel

Makale detayları

Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates' Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills

Yazarlar:

Hasan Temel

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 1, pp.150-173

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282471

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 This study aimed to determine the relationship between elementary mathematics teacher candidates attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, STEM Science-Technology-Engineering-Mathematics Education Attitude Scale and 21st Century Skills and Competences Scale Directed at Teaching Candidates. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

 This study aimed to determine the relationship between elementary mathematics teacher candidates attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, STEM Science-Technology-Engineering-Mathematics Education Attitude Scale and 21st Century Skills and Competences Scale Directed at Teaching Candidates. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

 This study aimed to determine the relationship between elementary mathematics teacher candidates attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, STEM Science-Technology-Engineering-Mathematics Education Attitude Scale and 21st Century Skills and Competences Scale Directed at Teaching Candidates. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

 Bu çalışmada ilköğretim matematik öğretmen adaylarının STEM FeTeMM eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Nicel araştırma yöntemlerinden ilişkisel tarama modelinin kullanıldığı çalışmanın örneklemi, 71 ilköğretim matematik öğretmen adayından oluşmaktadır. Çalışmanın verileri, STEM Fen-Teknoloji-MühendislikMatematik Eğitimi Tutum Ölçeği ve Öğretmen Adaylarına Yönelik 21. Yüzyıl Becerileri Yeterlilik Algıları Ölçeği olmak üzere iki ölçme aracı ile elde edilmiştir. Çalışmada ilköğretim matematik öğretmen adaylarının STEM eğitimine yönelik tutumları ve 21. Yüzyıl becerileri yeterlilik algıları arasında sınıf düzeyi cinsiyete ve genel not ortalamalarına göre anlamlı farklılığın olup olmadığı ve STEM eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasında anlamlı bir ilişki olup olmadığı incelenmiştir. Yapılan analizler sonucunda ilköğretim matematik öğretmen adaylarının sınıf düzeylerine göre STEM eğitimine yönelik tutumlarında anlamlı bir farklılığın olmadığı sonucuna ulaşılmıştır. 21. Yüzyıl becerileri yeterlilik algılarında ise sınıf düzeylerine göre anlamlı farklılığın olduğu belirlenmiştir. Cinsiyete göre hem STEM eğitimine yönelik tutumlarda hem de 21. Yüzyıl becerileri yeterlilik algılarında anlamlı farklılığın olmadığı ortaya konulmuştur. Öğretmen adaylarının genel not ortalamalarına göre hem STEM eğitimine yönelik tutumlarında hem de 21. Yüzyıl becerilerine yönelik yeterlilik algılarında bir farklılığın olmadığı görülmüştür. STEM eğitimine yönelik tutumları ile 21. Yüzyıl becerileri yeterlilik algıları arasında anlamlı bir ilişkinin olmadığı sonucuna ulaşılmıştır.

Makale detayları

Investigation of the Relationship Between Elementary School Mathematics Teacher Candidates' Attitudes Towards STEM Education and Their Proficiency Perceptions of 21st Century Skills

Yazarlar:

Hasan Temel

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 1, pp.150-173

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282471

pISSN:

2667-6788

Attitude scale

Competence perception scale

Mathematics education

STEM education

21st-century skills

Tutum ölçeği

Yeterlilik algısı ölçeği

Matematik eğitimi

STEM (FeTeMM) eğitimi

21. Yüzyıl becerileri

Sayı

Makale detayları

Yazarlar: Hasan Temel

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Alan Eğitimleri

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 1, pp.150-173

Belge Tipi: Makale

Yayın Tarihi: 4/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001282471

pISSN: 2667-6788

Sayı

Yazarlar:

Hasan Temel

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 1, pp.150-173

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282471

pISSN:

2667-6788