Investigate the Relationship between Mathematics Teachers' Computational Thinking and STEM Self-Efficacy

Buse Gizem Yitmez; Dilara Mol; Duygu Alyeşil Kabakçı; Süha Yılmaz

Makale detayları

Investigate the Relationship between Mathematics Teachers' Computational Thinking and STEM Self-Efficacy

Yazarlar:

Buse Gizem Yitmez | Dilara Mol | Duygu Alyeşil Kabakçı | Süha Yılmaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi | STEM Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3103-3120

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307334

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 In this research, it was aimed to determine the computational thinking CT and STEM self-efficacy of mathematics teachers and the relationship between them and to investigate them according to the variables of educational status, professional seniority and having STEM experience. As a quantitative research method, a relational survey model was used for the research. The population of the study has conducted mathematics teachers working in primary and secondary schools in Turkey in the 2022-2023 academic year and the research was realized with 340 mathematics teachers. The data of the study were collected by using the Demographic Information Form developed by researchers, The scale of self-efficacy perception towards teaching computational thinking developed by Özçınar  Öztürk 2017 and STEM intra-class practice self-efficacy perceptions scale developed by Yaman 2020. In the analysis of the data descriptive statistics, correlation analysis, ANOVA, and independent samples t-tests were used. According to the results of the research, mathematics teachers CT self-efficacy is low in the teaching algorithmic thinking dimension and intermediate in other dimensions. STEM self-efficacy is high in all dimensions. In addition, it was determined that there was a positive and significant relationship between teachers CT and STEM self-efficacy. Besides, while the CT self-efficacy scores of mathematics teachers differ according to their educational background and STEM experience; it does not differ according to the years of professional experience. While STEM self-efficacy scores do not differ according to educational status and years of professional experience; it differs according to the state of having STEM experience. From this point, it is recommended that teachers be given practice-intended STEM in-service training in which CT is integrated. In addition, in future studies, the relationship between teachers and students STEM and CT self-efficacy can be investigated in depth.

 In this research, it was aimed to determine the computational thinking CT and STEM self-efficacy of mathematics teachers and the relationship between them and to investigate them according to the variables of educational status, professional seniority and having STEM experience. As a quantitative research method, a relational survey model was used for the research. The population of the study has conducted mathematics teachers working in primary and secondary schools in Turkey in the 2022-2023 academic year and the research was realized with 340 mathematics teachers. The data of the study were collected by using the Demographic Information Form developed by researchers, The scale of self-efficacy perception towards teaching computational thinking developed by Özçınar  Öztürk 2017 and STEM intra-class practice self-efficacy perceptions scale developed by Yaman 2020. In the analysis of the data descriptive statistics, correlation analysis, ANOVA, and independent samples t-tests were used. According to the results of the research, mathematics teachers CT self-efficacy is low in the teaching algorithmic thinking dimension and intermediate in other dimensions. STEM self-efficacy is high in all dimensions. In addition, it was determined that there was a positive and significant relationship between teachers CT and STEM self-efficacy. Besides, while the CT self-efficacy scores of mathematics teachers differ according to their educational background and STEM experience; it does not differ according to the years of professional experience. While STEM self-efficacy scores do not differ according to educational status and years of professional experience; it differs according to the state of having STEM experience. From this point, it is recommended that teachers be given practice-intended STEM in-service training in which CT is integrated. In addition, in future studies, the relationship between teachers and students STEM and CT self-efficacy can be investigated in depth.

 In this research, it was aimed to determine the computational thinking CT and STEM self-efficacy of mathematics teachers and the relationship between them and to investigate them according to the variables of educational status, professional seniority and having STEM experience. As a quantitative research method, a relational survey model was used for the research. The population of the study has conducted mathematics teachers working in primary and secondary schools in Turkey in the 2022-2023 academic year and the research was realized with 340 mathematics teachers. The data of the study were collected by using the Demographic Information Form developed by researchers, The scale of self-efficacy perception towards teaching computational thinking developed by Özçınar  Öztürk 2017 and STEM intra-class practice self-efficacy perceptions scale developed by Yaman 2020. In the analysis of the data descriptive statistics, correlation analysis, ANOVA, and independent samples t-tests were used. According to the results of the research, mathematics teachers CT self-efficacy is low in the teaching algorithmic thinking dimension and intermediate in other dimensions. STEM self-efficacy is high in all dimensions. In addition, it was determined that there was a positive and significant relationship between teachers CT and STEM self-efficacy. Besides, while the CT self-efficacy scores of mathematics teachers differ according to their educational background and STEM experience; it does not differ according to the years of professional experience. While STEM self-efficacy scores do not differ according to educational status and years of professional experience; it differs according to the state of having STEM experience. From this point, it is recommended that teachers be given practice-intended STEM in-service training in which CT is integrated. In addition, in future studies, the relationship between teachers and students STEM and CT self-efficacy can be investigated in depth.

 Bu araştırmada matematik öğretmenlerinin bilgi işlemsel düşünme BİD ve STEM öz yeterliklerinin ve aralarındaki ilişkinin belirlenmesi ve öğrenim durumu, mesleki kıdem yılı, STEM deneyimine sahip olma değişkenlerine göre incelenmesi amaçlanmaktadır. Araştırmada nicel araştırma desenlerinden ilişkisel tarama modeli kullanılmıştır. Araştırma evrenini 2022-2023 yılında Türkiyede görev yapmakta olan ilköğretim ve ortaöğretim matematik öğretmenleri oluşturmakta olup araştırma 340 matematik öğretmeni ile gerçekleştirilmiştir. Araştırma verileri Demografik Bilgi Formu, Özçınar  Öztürk 2017 tarafından geliştirilen Hesaplamalı düşünmenin öğretimine ilişkin öz yeterlik algısı ölçeği ve Yaman 2020 tarafından geliştirilen STEM sınıf içi uygulama öz yeterlik algı ölçeği ile toplanmıştır. Verilerin analizinde betimsel istatistik, korelasyon analizi, ANOVA ve bağımsız örneklemler t-testi kullanılmıştır. Araştırma sonuçlarına göre, matematik öğretmenlerinin BİD öz yeterlikleri algoritmik düşünmenin öğretimi boyutunda düşük, diğer boyutlarda ise orta düzeyde iken, STEM öz yeterlikleri tüm boyutlarda yüksek düzeydedir. Ayrıca öğretmenlerin BİD ve STEM öz yeterlikleri arasında pozitif yönde anlamlı bir ilişki olduğu belirlenmiştir. Bununla birlikte matematik öğretmenlerinin BİD öz yeterlik puanları öğrenim durumu ve STEM deneyimine sahip olma durumuna göre farklılık gösterirken; mesleki kıdem yılına göre farklılık göstermemektedir. STEM öz yeterlik puanları ise öğrenim durumu ve mesleki kıdem yılına göre farklılık göstermezken; STEM deneyimine sahip olma durumuna göre farklılık göstermektedir. Buradan hareketle öğretmenlere BİDin entegre edildiği uygulama ağırlıklı STEM hizmet içi eğitimlerin verilmesi ve bu konuda yapılacak çalışmalarda STEM ve BİD öz yeterlikleri arasındaki ilişkinin nedenleri daha derinlemesine incelenmesi önerilmektedir.

Makale detayları

Investigate the Relationship between Mathematics Teachers' Computational Thinking and STEM Self-Efficacy

Yazarlar:

Buse Gizem Yitmez | Dilara Mol | Duygu Alyeşil Kabakçı | Süha Yılmaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi | STEM Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3103-3120

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307334

pISSN:

2602-2850

Computational thinking

STEM

self-efficacy

mathematics teachersBilgi işlemsel düşünme

STEM

öz yeterlik

matematik öğretmenleri

Sayı

Makale detayları

Yazarlar: Buse Gizem Yitmez | Dilara Mol | Duygu Alyeşil Kabakçı | Süha Yılmaz

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Matematik Eğitimi | STEM Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3103-3120

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001307334

pISSN: 2602-2850

Sayı

Yazarlar:

Buse Gizem Yitmez | Dilara Mol | Duygu Alyeşil Kabakçı | Süha Yılmaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Matematik Eğitimi | STEM Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.3103-3120

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307334

pISSN:

2602-2850