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Journals / Eğitim ve Toplum Araştırmaları Dergisi / 2018 / Cilt: 5 - Sayı: 1

STEM AWARENESS LEVELS OF SCIENCE TEACHERS

FEN BİLİMLERİ ÖĞRETMENLERİNİN STEM YAKLAŞIMINA YÖNELİK FARKINDALIKLARI

Ferhat KARAKAYA
Ayçin ÜNAL
Osman ÇİMEN
Mehmet YILMAZ
Pages
124–138
Publication Date
2018-06-28
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of this study demonstrate that there is significant difference in science teachers’ STEM awareness levels for gender, duration of professional experience, exposure to in-service course/seminar, and education level variables; however, there is no significant difference in science teachers’ STEM awareness levels as regards the number of students in the classroom and the type of schools.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to determine the STEM awareness levels of science teachers in terms of different variables.
📊
Key Findings & Data:To do so, the survey model was used in the present study, carried out with 321 science teachers who work in different schools in Turkey."STEM Awareness Scale (SAS)", developed by Çevik (2017), was employed as the data collection tool, and the data were analyzed using IBM SPSS-21 statistical program.
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Conclusion & Impact:The results of this study demonstrate that there is significant difference in science teachers’ STEM awareness levels for gender, duration of professional experience, exposure to in-service course/seminar, and education level variables; however, there is no significant difference in science teachers’ STEM awareness levels as regards the number of students in the classroom and the type of schools.
🔬Design:Survey & Empirical Study
📍Scope:2017 Verileri
⚙️Variables:STEM · Farkındalık · Fen Bilimleri öğretmeni

Abstract

This study aimed to determine the STEM awareness levels of science teachers in terms of different variables. To do so, the survey model was used in the present study, carried out with 321 science teachers who work in different schools in Turkey."STEM Awareness Scale (SAS)", developed by Çevik (2017), was employed as the data collection tool, and the data were analyzed using IBM SPSS-21 statistical program. For the data analysis, independent t-test, variance analysis (ANOVA), and Tukey test were used. The results of this study demonstrate that there is significant difference in science teachers’ STEM awareness levels for gender, duration of professional experience, exposure to in-service course/seminar, and education level variables; however, there is no significant difference in science teachers’ STEM awareness levels as regards the number of students in the classroom and the type of schools.

Özet

Bu araştırmada, fen bilimleri öğretmenlerinin STEM bilincinin farklı değişkenler açısından belirlenmesi amaçlanmıştır. Tarama modelinin kullanıldığı araştırma, Türkiye’nin farklı okullarında görev yapmakta olan 321 Fen Bilimleri öğretmeni ile gerçekleştirilmiştir. Verilerin toplanmasında Çevik (2017) tarafından geliştirilen “FeTeMM Farkındalık Ölçeği (FFÖ)” kullanılmıştır ve veriler IBM SPSS-21 istatik programı kullanılarak analiz edilmiştir. Veriler; bağımsız örneklemler t-testi, tek yönlü varyans analizi (ANOVA) ve Tukey testi yapılarak değerlendirilmiştir. Araştırma bulgularında, Fen Bilimleri Öğretmenlerinin STEM yaklaşımına yönelik farkındalıklarında cinsiyet, mesleki deneyim, hizmet içi/kurs/seminer alma, eğitim düzeyine göre anlamlı farklılık olduğu belirlenmiştir. Ancak Fen Bilimleri öğretmenlerinin STEM yaklaşımına yönelik farkındalıklarında, sınıftaki öğrenci sayısı ve görev yapılan okul türüne göre anlamlı farklılık olmadığı saptanmıştır.

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Cite This Article

KARAKAYA, F., ÜNAL, A., ÇİMEN, O., YILMAZ, M. (2018). STEM AWARENESS LEVELS OF SCIENCE TEACHERS. Eğitim ve Toplum Araştırmaları Dergisi, Cilt: 5 - Sayı: 1, 124–138. https://ajindex.com/articles/752901

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