The Effect of STEM Education Constructed with Mathematical Modeling on Reasoning Skills, Mathematical Competence and Anxiety

Sait Bulut; Ali Özkaya; Gizem Şahin; Ayşegül Orkun; Büşra Tez; Sevcan Sümeyye Parladı; Aslıhan Bölükbaşıoğlu

Makale detayları

The Effect of STEM Education Constructed with Mathematical Modeling on Reasoning Skills, Mathematical Competence and Anxiety

Yazarlar:

Sait Bulut | Ali Özkaya | Gizem Şahin | Ayşegül Orkun | Büşra Tez | Sevcan Sümeyye Parladı | Aslıhan Bölükbaşıoğlu

Yayıncı:

Akdeniz University

Ana Başlıklar:

STEM Eğitimi | Matematik Eğitimi | Fen Bilgisi Eğitimi

Dergi:

EDUCATIONE Vol.3 Issue 1, pp.1-32

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318147

pISSN:

2979-9678

Anahtar kelimeler:

Özet:

 In this study, it was aimed to examine the effect of STEM education structured with mathematical modeling on the reasoning skills, mathematical competence and mathematics anxiety of pre-service science teachers. A group of 38 third-year pre-service science teachers enrolled in the Science Education Department of a state university in the Mediterranean region of Turkey constitute the study group. This study was used an embedded mixed design. Hypothetico-Creative Reasoning Skills Inventory, Self-Efficacy Scale for Mathematical Modeling Competencies, Self-Efficiacy Scale for Mathematics Literacy, Bidimensional Mathematics Anxiety Scale and the opinion form created by the researchers were used to collect the data. Quantitative data was analysed using dependent samples t-test, while qualitative data was analysed using descriptive analysis and content analysis. During the implementation process, STEM activities structured with mathematical modeling were carried out theoretically and practically for 12 weeks. After the implementation process, a significant difference was detected in favor of the posttest in the reasoning skills, mathematical modeling self-efficacy, mathematical literacy and mathematics anxiety scores of the pre-service science teachers. As a result of the research, STEM activities structured with mathematical modeling are effective in the development of reasoning skills based on scientific predictions and numerical data in solving real life problems, and with this process, it can be said that mathematical modeling skills and mathematical literacy have increased, and accordingly, there has been a positive change in their mathematical competencies, and at the same time, their mathematics anxiety has decreased.

 In this study, it was aimed to examine the effect of STEM education structured with mathematical modeling on the reasoning skills, mathematical competence and mathematics anxiety of pre-service science teachers. A group of 38 third-year pre-service science teachers enrolled in the Science Education Department of a state university in the Mediterranean region of Turkey constitute the study group. This study was used an embedded mixed design. Hypothetico-Creative Reasoning Skills Inventory, Self-Efficacy Scale for Mathematical Modeling Competencies, Self-Efficiacy Scale for Mathematics Literacy, Bidimensional Mathematics Anxiety Scale and the opinion form created by the researchers were used to collect the data. Quantitative data was analysed using dependent samples t-test, while qualitative data was analysed using descriptive analysis and content analysis. During the implementation process, STEM activities structured with mathematical modeling were carried out theoretically and practically for 12 weeks. After the implementation process, a significant difference was detected in favor of the posttest in the reasoning skills, mathematical modeling self-efficacy, mathematical literacy and mathematics anxiety scores of the pre-service science teachers. As a result of the research, STEM activities structured with mathematical modeling are effective in the development of reasoning skills based on scientific predictions and numerical data in solving real life problems, and with this process, it can be said that mathematical modeling skills and mathematical literacy have increased, and accordingly, there has been a positive change in their mathematical competencies, and at the same time, their mathematics anxiety has decreased.

 In this study, it was aimed to examine the effect of STEM education structured with mathematical modeling on the reasoning skills, mathematical competence and mathematics anxiety of pre-service science teachers. A group of 38 third-year pre-service science teachers enrolled in the Science Education Department of a state university in the Mediterranean region of Turkey constitute the study group. This study was used an embedded mixed design. Hypothetico-Creative Reasoning Skills Inventory, Self-Efficacy Scale for Mathematical Modeling Competencies, Self-Efficiacy Scale for Mathematics Literacy, Bidimensional Mathematics Anxiety Scale and the opinion form created by the researchers were used to collect the data. Quantitative data was analysed using dependent samples t-test, while qualitative data was analysed using descriptive analysis and content analysis. During the implementation process, STEM activities structured with mathematical modeling were carried out theoretically and practically for 12 weeks. After the implementation process, a significant difference was detected in favor of the posttest in the reasoning skills, mathematical modeling self-efficacy, mathematical literacy and mathematics anxiety scores of the pre-service science teachers. As a result of the research, STEM activities structured with mathematical modeling are effective in the development of reasoning skills based on scientific predictions and numerical data in solving real life problems, and with this process, it can be said that mathematical modeling skills and mathematical literacy have increased, and accordingly, there has been a positive change in their mathematical competencies, and at the same time, their mathematics anxiety has decreased.

 Bu araştırmada, matematiksel modelleme ile yapılandırılmış STEM eğitiminin fen bilgisi öğretmen adaylarının akıl yürütme becerileri, matematiksel yeterlik ve matematik kaygısına etkisinin incelenmesi amaçlanmıştır. Türkiyenin Akdeniz Bölgesinde yer alan bir devlet üniversitesinde fen bilgisi eğitimi ana bilim dalında kayıtlı 3. sınıf öğretmen adayları toplam 38 kişi çalışma grubunu oluşturmaktadır. Bu çalışmada iç içe karma desen kullanılmıştır. Verilerin toplanması için Hipotetik Yaratıcı Akıl Yürütme Becerileri Envanteri, Matematiksel Modelleme Yeterlikleri İçin Öz Yeterlik Ölçeği, Matematik Okuryazarlığı Öz Yeterlik Ölçeği, İki Boyutlu Matematik Kaygısı Ölçeği ve araştırmacılar tarafından oluşturulan görüş formu kullanılmıştır. Nicel verilerin analizinde bağımlı örneklemler t-testi, nitel verilerin analizinde ise betimsel analiz ve içerik analizi yapılmıştır. Uygulama sürecinde matematiksel modellemeyle yapılandırılmış STEM etkinlikleri 12 hafta boyunca teorik ve uygulamalı olarak gerçekleştirilmiştir. Uygulama süreci sonrasında fen bilgisi öğretmen adaylarının akıl yürütme becerileri, matematiksel modelleme özyeterliği, matematik okuryazarlığı ve matematik kaygısı puanlarında sontest lehine anlamlı bir farklılık tespit edilmiştir. Araştırmanın sonucunda matematiksel modelleme ile yapılandırılmış STEM etkinliklerinin gerçek yaşam problemlerinin çözümünde bilimsel tahminlerden ve sayısal verilerden yola çıkılarak akıl yürütme becerilerinin gelişmesinde etkili olduğu, bu süreç ile birlikte matematiksel modelleme becerilerinin ve matematik okuryazarlığının arttığı ifade edilebilir. Bu doğrultuda matematiksel yeterliklerinde olumlu yönde değişim yaşandığı aynı zamanda matematik kaygılarının da azaldığı söylenebilir.

Makale detayları

The Effect of STEM Education Constructed with Mathematical Modeling on Reasoning Skills, Mathematical Competence and Anxiety

Yazarlar:

Sait Bulut | Ali Özkaya | Gizem Şahin | Ayşegül Orkun | Büşra Tez | Sevcan Sümeyye Parladı | Aslıhan Bölükbaşıoğlu

Yayıncı:

Akdeniz University

Ana Başlıklar:

STEM Eğitimi | Matematik Eğitimi | Fen Bilgisi Eğitimi

Dergi:

EDUCATIONE Vol.3 Issue 1, pp.1-32

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318147

pISSN:

2979-9678

STEM

Mathematical modeling

Reasoning skills

Mathematical competencies

Mathematics anxietySTEM

Matematiksel modelleme

Akıl yürütme

Matematiksel yeterlik

Matematik kaygısı

Sayı

Makale detayları

Yazarlar: Sait Bulut | Ali Özkaya | Gizem Şahin | Ayşegül Orkun | Büşra Tez | Sevcan Sümeyye Parladı | Aslıhan Bölükbaşıoğlu

Yayıncı: Akdeniz University

Ana Başlıklar: STEM Eğitimi | Matematik Eğitimi | Fen Bilgisi Eğitimi

Dergi: EDUCATIONE Vol.3 Issue 1, pp.1-32

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001318147

pISSN: 2979-9678

Sayı

Yazarlar:

Sait Bulut | Ali Özkaya | Gizem Şahin | Ayşegül Orkun | Büşra Tez | Sevcan Sümeyye Parladı | Aslıhan Bölükbaşıoğlu

Yayıncı:

Akdeniz University

Ana Başlıklar:

STEM Eğitimi | Matematik Eğitimi | Fen Bilgisi Eğitimi

Dergi:

EDUCATIONE Vol.3 Issue 1, pp.1-32

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318147

pISSN:

2979-9678