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STEM Eğitimi Uygulamalarının Fen Bilimleri Öğretmen Adaylarının STEM Eğitimine Yönelik Farkındalıklarına ve Görüşlerine Etkisi

The Effect of STEM Education Practices on the Awareness towards STEM Education and Opinions of Preservice Science Teachers

Hüsnüye Durmaz(TRAKYA ÜNİVERSİTESİ)0000-0002-0553-3223
Hande Çelik Keser(TRAKYA UNIVERSITY)0000-0003-3835-2821
Sayfa
1–30
Yayın Tarihi
2024-06-29
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgulara göre, katılımcıların farkındalıklarının olumlu yönde geliştiği ve STEM yaklaşımının disiplinler arası ilişkinin ve bütünleşik yapısının önemini anladıkları ifade edilebilir.

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Amaç & Hipotez:Araştırmanın amacı STEM eğitimi uygulamalarının fen bilgisi öğretmen adaylarının STEM ve STEM eğitimi konusundaki farkındalıklarına etkisini ve uygulama sürecine ilişkin görüşlerini incelemektir.
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Temel Bulgular & Veri:Çalışma grubunu 2018-2019 eğitim-öğretim yılında Fen Öğretimi Laboratuvar Uygulamaları I dersine katılan 30 öğretmen adayı oluşturmuştur.
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Sonuç & Katkı:Bulgulara göre, katılımcıların farkındalıklarının olumlu yönde geliştiği ve STEM yaklaşımının disiplinler arası ilişkinin ve bütünleşik yapısının önemini anladıkları ifade edilebilir.
🔬Tür:Laboratuvar & Saha Deneyi
📍Kapsam:2018-2019 Verileri
⚙️Değişkenler:Fen bilgisi öğretmen adayı · STEM eğitimi · STEM farkındalığı

Özet

Araştırmanın amacı STEM eğitimi uygulamalarının fen bilgisi öğretmen adaylarının STEM ve STEM eğitimi konusundaki farkındalıklarına etkisini ve uygulama sürecine ilişkin görüşlerini incelemektir. Araştırma tek gruplu öntest/sontest zayıf deneysel desende tasarlanmış olup durum çalışması dahil edilmiştir. Çalışma grubunu 2018-2019 eğitim-öğretim yılında Fen Öğretimi Laboratuvar Uygulamaları I dersine katılan 30 öğretmen adayı oluşturmuştur. Katılımcılar uygun örneklem seçimi ve gönüllülük esasına göre belirlenmiştir. Çalışma dokuz hafta süresince yürütülmüş ve beş STEM etkinliği gerçekleştirilmiştir. Nitel veri toplama araçları olarak STEM farkındalık açık uçlu anketi (STEM-A) ön ve sontest olarak kullanılmış ve elde edilen veriler tematik analiz ile değerlendirilmiştir. Öğretimsel uygulamaların sonunda da on gönüllü katılımcı ile yarı yapılandırılmış görüşmeler yapılmış ve elde edilen verilerin analizinde içerik analizi uygulanmıştır. Bulgulara göre, katılımcıların farkındalıklarının olumlu yönde geliştiği ve STEM yaklaşımının disiplinler arası ilişkinin ve bütünleşik yapısının önemini anladıkları ifade edilebilir.

Abstract

This study aims to examine the effects of STEM education practices on preservice science teachers' (PSTs) awareness of STEM and STEM education and their views on the implementation process. The study was designed as a one-group pretest/posttest weak-experimental design including a case study. The participants were 30 PSTs enrolling in the Science Teaching Laboratory Applications I course in the 2018-2019 academic year and were determined by convenience sampling. In the study that lasted nine weeks, five STEM activities were practiced. STEM awareness open-ended questionnaire (STEM-A) was administered as pre and posttest, and the obtained data was evaluated with the thematic analysis. At the end of the instructional practices, semi-structured interviews were conducted with ten volunteer participants and the data were analyzed with the content analysis method. According to the findings, it can be stated that the participants' awareness developed positively and they grasped the importance of interdisciplinary relationship and integrated structure of the STEM approach.

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Bu Makaleye Atıf Yap

Durmaz, H., Keser, H. Ç. (2024). STEM Eğitimi Uygulamalarının Fen Bilimleri Öğretmen Adaylarının STEM Eğitimine Yönelik Farkındalıklarına ve Görüşlerine Etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 18 Sayı: 1, 1–30. https://doi.org/10.17522/balikesirnef.1402084

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