Dergiler / Participatory Educational Research / 2017 / Cilt: 4 - Sayı: 1

A Model Suggestion For STEM Activity Design Within The Scope Of The Curriculum

Sayfa
95–107
Yayın Tarihi
2016-06-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In this study, it is tried to design a well-structured STEM activity by examining the curriculum of Maths, Science Technologies, Information Technologies and Software courses and a sample STEM activity designing process has been developed.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:STEM which can be used for educating students at every stages, has product and practice based activities at its basis and integrates different disciplines is a new educational approach used as an acronym for the words Science, Technology, Engineering, Mathematics.
📊
Temel Bulgular & Veri:Education must focus on the humanly fields such as creativity, critical thinking, collaborating and problem solving that can not be solved via machines or information technologies.
💡
Sonuç & Katkı:In this study, it is tried to design a well-structured STEM activity by examining the curriculum of Maths, Science Technologies, Information Technologies and Software courses and a sample STEM activity designing process has been developed.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:STEM · curriculum · activity

Abstract

STEM which can be used for educating students at every stages, has product and practice based activities at its basis and integrates different disciplines is a new educational approach used as an acronym for the words Science, Technology, Engineering, Mathematics. Education must focus on the humanly fields such as creativity, critical thinking, collaborating and problem solving that can not be solved via machines or information technologies. But it is not quite possible to have the individuals acquire these abilities by using classical educational understanding. Therefore, it is crucially important developing well-structured STEM activities and the individual’s making mistakes by getting into incorrect directions during the education process, achieving the solutions by using trial-error method and via his/her own cognitive and operational processes. In the STEM field, attempts by partially public and by partially private sector are encountered in our country. But unfortunately, it can not be possible to correspond the STEM activities that are prepared for considering the curriculum of different countries with the curriculum applied in our country exactly. Putting forward the processes that are structured considering the curriculum and inside the process the students’ using their humanly abilities in developing STEM activities are such as to form the basis of the studies that are made in the field of STEM in our country. In this study, it is tried to design a well-structured STEM activity by examining the curriculum of Maths, Science Technologies, Information Technologies and Software courses and a sample STEM activity designing process has been developed.

Anahtar kelimeler
🔖

Bu Makaleye Atıf Yap

YALÇIN, N., KILIÇ, B., ATATAY, Ç. (2016). A Model Suggestion For STEM Activity Design Within The Scope Of The Curriculum. Participatory Educational Research, Cilt: 4 - Sayı: 1, 95–107. https://ajindex.com/articles/239255

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. Akgündüz, D., Ertepınar H., Ger M. A., Kaplan Sayı A., & Türk Z. (2015). STEM Eğitimi Çalıştay Raporu Türkiye STEM Eğitimi Üzerine Kapsamlı Bir Değerlendirme. İstanbul Aydın Üniversitesi STEM Merkezi ve Eğitim Fakültesi. Akgündüz, D. (2016). A Research about the Placement of the Top Thousand Students in STEM Fields in Turkey between 2000 and 2014.
  2. Eurasia Journal of Mathematics, Science & Technology Education, 12(5), 1365-1377
  3. Beane, J.A. (1995). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 616-622.
  4. Borko, H., Flory M. & Cumbo K. (1993). Teachers' ideas and practices about assessment and instruction: a case study of the effects of alternative assessment in instruction, student learning, and accountability practice. CSE Technical Report 366, Center for Research on Evaluation, Standards, and Student Testing (CRESST). Childress, V.W. (1996). Does integrating technology, science, and mathematics improve technological problem solving? A quasi-experiment. Colburn, A. & Clough, M.P. (1997). Implementing the learning cycle. The Science Teacher 64(5): 30–33.
  5. Çorlu, M.S., Capraro, R.M., & Capraro, M.M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Education and Science, 39 (171), 74-85. CurrTech Integrations, (2008). Science, technology, engineering, and mathematics curriculum integration program (STEM-CIP) Doran, R., Chan, F. & Tamir, P. (1998). Science educator’s guide to assessment. National Science Teachers Association Engineering. (n.d.). Dictionary.com, Date of access: 20 August 2016, http://www.dictionary.com/browse/engineering
  6. Falk, B. & Darling-Hammond, L. (1993). The primary language record at P.S. 261: how assessment transforms teaching and learning. National Center for Restructuring Education, Schools, and Teaching Science. (n.d.). Dictionary.com, Date of access: 20 August 2016, http://www.dictionary.com/browse/science
  7. Goh, H. & Bilal Ali, M.b. (2014). Robotics as a Tool to STEM Learning. International Journal for Innovation Education and Research, 2(10), 66-78.
  8. Hacıömeroğlu, G. & Bulut, A.S., 2016. Integrative STEM Teaching Intention Questionnaire: A Validity and Relaibility Study of the Turkish Form. Journal of Theory and Practice in Education, 12(3), 654-669.
  9. Jacobs, H.H. (1989). Interdisciplinary curriculum: Design and implementation. ERIC. Koretz, D., Stecher, B., Klein, S., McCaffrey, D. & Diebert, E. (1993). Can portfolios assess student performance and influenc