Determination of classroom teacher candidates' awareness and opinions on STEM education

Hicran Özkul

Makale detayları

Determination of classroom teacher candidates' awareness and opinions on STEM education

Yazarlar:

Hicran Özkul

Yayıncı:

Kocaeli University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.335-352

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290464

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 This research aims to determine the awareness and views of primary school teacher candidates about STEM education. The method of the research is mixed design. In the research, the data were obtained with the STEM Awareness Scale and three open-ended questions were prepared to determine the STEM awareness of teacher candidates. The study group of the research consisted of a total of 94 third and fourth-year undergraduate students studying in the Primary Education Department of a state university in the Aegean Region of Turkey. Quantitative data were analyzed by independent sample t-test and ANOVA techniques. The analysis of three open-ended questions was also carried out by using content analysis. As a result, it was found that the primary school teacher candidates had a high level of awareness of STEM education. In addition, it was determined that there was a statistically significant difference between the awareness of the primary school teacher candidates about STEM education, using scientific resources related to STEM, and their reading levels. According to the results of the analysis, it was determined that those who read and researched scientific sources about STEM frequently had higher STEM awareness than those who did not. There was no significant difference in STEM awareness levels based on the class levels of the participants. Categories and themes were created as a result of the content analysis of the questions presented at the end of the scale. Emerging themes are cognitive development, affective development, social development, and social impact. Participants stated that they think that students can develop most cognitively with STEM education applications. Thus, it was observed that teacher candidates stated that STEM education can develop students skills such as integrating STEM disciplines, being creative, developing imagination, being active, having career awareness, and easily overcoming difficulties in daily life.

 This research aims to determine the awareness and views of primary school teacher candidates about STEM education. The method of the research is mixed design. In the research, the data were obtained with the STEM Awareness Scale and three open-ended questions were prepared to determine the STEM awareness of teacher candidates. The study group of the research consisted of a total of 94 third and fourth-year undergraduate students studying in the Primary Education Department of a state university in the Aegean Region of Turkey. Quantitative data were analyzed by independent sample t-test and ANOVA techniques. The analysis of three open-ended questions was also carried out by using content analysis. As a result, it was found that the primary school teacher candidates had a high level of awareness of STEM education. In addition, it was determined that there was a statistically significant difference between the awareness of the primary school teacher candidates about STEM education, using scientific resources related to STEM, and their reading levels. According to the results of the analysis, it was determined that those who read and researched scientific sources about STEM frequently had higher STEM awareness than those who did not. There was no significant difference in STEM awareness levels based on the class levels of the participants. Categories and themes were created as a result of the content analysis of the questions presented at the end of the scale. Emerging themes are cognitive development, affective development, social development, and social impact. Participants stated that they think that students can develop most cognitively with STEM education applications. Thus, it was observed that teacher candidates stated that STEM education can develop students skills such as integrating STEM disciplines, being creative, developing imagination, being active, having career awareness, and easily overcoming difficulties in daily life.

 This research aims to determine the awareness and views of primary school teacher candidates about STEM education. The method of the research is mixed design. In the research, the data were obtained with the STEM Awareness Scale and three open-ended questions were prepared to determine the STEM awareness of teacher candidates. The study group of the research consisted of a total of 94 third and fourth-year undergraduate students studying in the Primary Education Department of a state university in the Aegean Region of Turkey. Quantitative data were analyzed by independent sample t-test and ANOVA techniques. The analysis of three open-ended questions was also carried out by using content analysis. As a result, it was found that the primary school teacher candidates had a high level of awareness of STEM education. In addition, it was determined that there was a statistically significant difference between the awareness of the primary school teacher candidates about STEM education, using scientific resources related to STEM, and their reading levels. According to the results of the analysis, it was determined that those who read and researched scientific sources about STEM frequently had higher STEM awareness than those who did not. There was no significant difference in STEM awareness levels based on the class levels of the participants. Categories and themes were created as a result of the content analysis of the questions presented at the end of the scale. Emerging themes are cognitive development, affective development, social development, and social impact. Participants stated that they think that students can develop most cognitively with STEM education applications. Thus, it was observed that teacher candidates stated that STEM education can develop students skills such as integrating STEM disciplines, being creative, developing imagination, being active, having career awareness, and easily overcoming difficulties in daily life.

 Bu araştırma sınıf öğretmeni adaylarının STEM eğitimine yönelik farkındalıklarının ve görüşlerinin belirlenmesi amacı ile gerçekleştirilmiştir. Araştırmanın yöntemi karma desendir. Araştırmada veriler STEM Farkındalık Ölçeği ve öğretmen adaylarının STEM farkındalıklarını belirlemek amacıyla hazırlanan üç adet açık uçlu soru ile elde edilmiştir. Araştırmanın çalışma grubunu Ege Bölgesinde bulunan bir devlet üniversitesi Temel Eğitim Bölümü Sınıf Öğretmenliği Programında okuyan toplamda 94 kişi olmak üzere üçüncü ve dördüncü sınıf lisans öğrencisi oluşturmuştur. Nicel veriler bağımsız örneklem t testi ve ANOVA teknikleri ile analiz edilmiştir. Üç adet açık uçlu soruların analizi de içerik analizi işe koşularak gerçekleştirilmiştir. Sonuçta sınıf öğretmeni adaylarının STEM eğitimine farkındalık düzeylerinin yüksek olduğu bulunmuştur. Ayrıca sınıf öğretmeni adaylarının STEM eğitimine yönelik farkındalıklarının STEM ile ilgili bilimsel kaynakları kullanma ve okuma seviyeleri değişkenleri açısından istatistiksel olarak anlamlı farklılık olduğu saptanmıştır. Analiz sonuçlarında STEM ile ilgili bilimsel kaynakları sıklıkla okuyan ve araştıranların okumayanlara göre STEM farkındalıkları yüksek olarak tespit edilmiştir. Katılımcıların sınıf düzeylerine göre STEM farkındalık seviyelerinde anlamlı bir farklılığa ulaşılamamıştır. Ölçek sonunda sunulan soruların içerik analizi sonucunda kategori ve temalar oluşturulmuştur. Ortaya çıkan temalar: bilişsel gelişim, duyuşsal gelişim, sosyal gelişim ve toplumsal etkidir. Katılımcılar STEM eğitimi uygulamaları ile öğrencilerin en çok bilişsel olarak gelişim sağlayabilecekleri düşüncesinde olduklarını ifade etmişlerdir. Sonuçta öğretmen adaylarının STEM eğitiminin öğrencilerin çoğunlukla STEM disiplinlerini bütünleştirme, yaratıcı olma, hayal gücünü geliştirme, aktif olma, kariyer bilincine sahip olma, günlük hayattaki zorlukları kolaylıkla aşma gibi becerileri geliştirebileceğini belirttikleri görülmüştür.

Makale detayları

Determination of classroom teacher candidates' awareness and opinions on STEM education

Yazarlar:

Hicran Özkul

Yayıncı:

Kocaeli University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.335-352

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290464

pISSN:

2636-8846

STEM education

STEM awareness

Mixed methodSTEM eğitimi

STEM farkındalığı

karma yöntem

Sayı

Makale detayları

Determination of classroom teacher candidates' awareness and opinions on STEM education

Yazarlar: Hicran Özkul

Yayıncı: Kocaeli University

Ana Başlıklar: Alan Eğitimleri

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.335-352

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001290464

pISSN: 2636-8846

STEM education

STEM awareness

Mixed methodSTEM eğitimi

STEM farkındalığı

karma yöntem

Sayı

Yazarlar:

Hicran Özkul

Yayıncı:

Kocaeli University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.6 Issue 1, pp.335-352

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290464

pISSN:

2636-8846