The Effects of Out-of-School Learning Environments on STEM Education: Teachers’ STEM Awareness and 21st-Century Skills

Mustafa Çevik; Büşra Bakioğlu; Zeynep Temiz

Makale detayları

The Effects of Out-of-School Learning Environments on STEM Education: Teachers’ STEM Awareness and 21st-Century Skills

Yazarlar:

Mustafa Çevik | Büşra Bakioğlu | Zeynep Temiz

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.57-79

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309681

pISSN:

1308-1659

Anahtar kelimeler:

Özet:

 This study was carried out within the scope of a nature education and science camp project. It aimed to investigate the effects of STEM activities conducted in out-of-school environments on teachers STEM awareness and 21st-century skills. The research was designed according to the explanatory sequential pattern of the mixed method, and the quantitative and qualitative methods are the continuation of each other. Twenty-three science, elementary math, technology, and design teachers who worked at public middle schools participated in a six-day program that integrated STEM subjects with out-of-school learning. Seven different STEM-integrated out-of-school activities were implemented for six days in one of the central Anatolian regions in Turkey. STEM awareness and 21st-century skills scales were implemented in the study for data collection. A semi-structured interview was also conducted with teachers. The aim was for the teachers who participated in the project to integrate out-of-school and STEM education and then transfer this newly gained knowledge to their students. Both quantitative and qualitative findings support that teachers acquisition of knowledge and skills throughout the science camp would support their students craft, analytical thinking, motivation, problem-solving skills, and self-esteem. As such, out-of-learning environments should be used more in both STEM and 21st-century skills education.

 This study was carried out within the scope of a nature education and science camp project. It aimed to investigate the effects of STEM activities conducted in out-of-school environments on teachers STEM awareness and 21st-century skills. The research was designed according to the explanatory sequential pattern of the mixed method, and the quantitative and qualitative methods are the continuation of each other. Twenty-three science, elementary math, technology, and design teachers who worked at public middle schools participated in a six-day program that integrated STEM subjects with out-of-school learning. Seven different STEM-integrated out-of-school activities were implemented for six days in one of the central Anatolian regions in Turkey. STEM awareness and 21st-century skills scales were implemented in the study for data collection. A semi-structured interview was also conducted with teachers. The aim was for the teachers who participated in the project to integrate out-of-school and STEM education and then transfer this newly gained knowledge to their students. Both quantitative and qualitative findings support that teachers acquisition of knowledge and skills throughout the science camp would support their students craft, analytical thinking, motivation, problem-solving skills, and self-esteem. As such, out-of-learning environments should be used more in both STEM and 21st-century skills education.

 This study was carried out within the scope of a nature education and science camp project. It aimed to investigate the effects of STEM activities conducted in out-of-school environments on teachers STEM awareness and 21st-century skills. The research was designed according to the explanatory sequential pattern of the mixed method, and the quantitative and qualitative methods are the continuation of each other. Twenty-three science, elementary math, technology, and design teachers who worked at public middle schools participated in a six-day program that integrated STEM subjects with out-of-school learning. Seven different STEM-integrated out-of-school activities were implemented for six days in one of the central Anatolian regions in Turkey. STEM awareness and 21st-century skills scales were implemented in the study for data collection. A semi-structured interview was also conducted with teachers. The aim was for the teachers who participated in the project to integrate out-of-school and STEM education and then transfer this newly gained knowledge to their students. Both quantitative and qualitative findings support that teachers acquisition of knowledge and skills throughout the science camp would support their students craft, analytical thinking, motivation, problem-solving skills, and self-esteem. As such, out-of-learning environments should be used more in both STEM and 21st-century skills education.

 This study was carried out within the scope of a nature education and science camp project. It aimed to investigate the effects of STEM activities conducted in out-of-school environments on teachers STEM awareness and 21st-century skills. The research was designed according to the explanatory sequential pattern of the mixed method, and the quantitative and qualitative methods are the continuation of each other. Twenty-three science, elementary math, technology, and design teachers who worked at public middle schools participated in a six-day program that integrated STEM subjects with out-of-school learning. Seven different STEM-integrated out-of-school activities were implemented for six days in one of the central Anatolian regions in Turkey. STEM awareness and 21st-century skills scales were implemented in the study for data collection. A semi-structured interview was also conducted with teachers. The aim was for the teachers who participated in the project to integrate out-of-school and STEM education and then transfer this newly gained knowledge to their students. Both quantitative and qualitative findings support that teachers acquisition of knowledge and skills throughout the science camp would support their students craft, analytical thinking, motivation, problem-solving skills, and self-esteem. As such, out-of-learning environments should be used more in both STEM and 21st-century skills education.

Makale detayları

The Effects of Out-of-School Learning Environments on STEM Education: Teachers’ STEM Awareness and 21st-Century Skills

Yazarlar:

Mustafa Çevik | Büşra Bakioğlu | Zeynep Temiz

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.57-79

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309681

pISSN:

1308-1659

out of school learning

middle school teacher training

STEM education

21st century skills

Sayı

Makale detayları

The Effects of Out-of-School Learning Environments on STEM Education: Teachers’ STEM Awareness and 21st-Century Skills

Yazarlar: Mustafa Çevik | Büşra Bakioğlu | Zeynep Temiz

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.57-79

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001309681

pISSN: 1308-1659

out of school learning

middle school teacher training

STEM education

21st century skills

Sayı

Yazarlar:

Mustafa Çevik | Büşra Bakioğlu | Zeynep Temiz

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 1, pp.57-79

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001309681

pISSN:

1308-1659