Examining the Impact of Modified P3 Task Taxonomy-Enriched Educational Robotics PD Program on Teachers’ STEM Content Knowledge

Cepni, Salih; Aydin, Mirac; Ada Yildiz, Kubra; Birisci, Salih; Ozkan, Cem; Yalabuk, Cemal

doi:10.1007/s10763-024-10475-1

Int J of Sci and Math Educ

2024

DOI: 10.1007/s10763-024-10475-1

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Examining the Impact of Modified P3 Task Taxonomy-Enriched Educational Robotics PD Program on Teachers’ STEM Content Knowledge

Salih Cepni,

Mirac Aydin,

Kubra Ada Yildiz

et al.

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Cited by 3 publications

References 38 publications

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Unveiling Pre-service Teachers’ Competency and Challenges in Designing 5E Inquiry-based Integrated STEM Lessons: A Quantitative Ethnography Approach

Li,

Hu,

Oon

2024

Int J of Sci and Math Educ

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Unveiling Pre-service Teachers’ Competency and Challenges in Designing 5E Inquiry-based Integrated STEM Lessons: A Quantitative Ethnography Approach

Li,

Hu,

Oon

2024

Int J of Sci and Math Educ

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Innovative Uses of Technologies in Science, Mathematics and STEM Education in K-12 Contexts

Jong,

Zhai,

Chen

2024

Int J of Sci and Math Educ

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A new perspective on STEM education: The possible contributions of architectural education

Özkan,

Çepni,

Maratkyzy

et al. 2024

tused

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Considering the structural similarities between STEM education and architectural education, it is thought that architectural education, which has a deep-rooted history, may be useful for improving STEM education. This research was planned to gain useful inferences for STEM education by trying to get to know architectural education. In this study, ethnographic field research method was used. During the four-week observations, students made presentations with projects, models and plan drawings. In this process, teachers' criticisms and students' defenses were analyzed through the data table. By discussing the identified elements of architectural education, at least six innovations and/or meaningful results were revealed in the context of STEM education. These are: i-Students should be given the opportunity to solve open-ended problems on their own and should be encouraged to learn through trial and error in this process. ii-Students should be highly motivated when dealing with open-ended problems, for example, STEM project courses should be turned into graduation qualifications. iii-The importance of real-life context in STEM education should be emphasized and problems should be a part of life; In this context, sustainability and economic value dimensions should be highlighted. iv- At secondary and primary school levels, children should be encouraged to learn by experiencing and manipulating materials in the context of problems. v- Courses that will improve technical drawing skills should be added to STEM education programs. vi- In STEM disciplines, teachers should ensure theory/practice balance at the undergraduate level, and evaluations in applied projects should be made by a jury system.

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Examining the Impact of Modified P3 Task Taxonomy-Enriched Educational Robotics PD Program on Teachers’ STEM Content Knowledge

Cited by 3 publications

References 38 publications

Unveiling Pre-service Teachers’ Competency and Challenges in Designing 5E Inquiry-based Integrated STEM Lessons: A Quantitative Ethnography Approach

Unveiling Pre-service Teachers’ Competency and Challenges in Designing 5E Inquiry-based Integrated STEM Lessons: A Quantitative Ethnography Approach

Innovative Uses of Technologies in Science, Mathematics and STEM Education in K-12 Contexts

A new perspective on STEM education: The possible contributions of architectural education

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