Fen Bilgisi Öğretmeni Adaylarının STEM Eğitimine İlişkin Metaforik Algıları

Ergün, Ayşegül; Kiyici, Gülbin

doi:10.24106/kefdergi.3405

Cited by 10 publications

(11 citation statements)

References 12 publications

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“…Interdisciplinary knowledge and learning experiences make a positive difference by establishing meaningful connections by using different viewpoints from various study fields (Eflanili, 2021). Previous studies findings in line with the 21st-century skills stated that interdisciplinary knowledge is important to find solutions for problem solving (Ergün & Kıyıcı, 2019), and different educational practices, professional support, and teamwork contribute to the creativeness of teachers and students to improve innovation as well (Braßler & Schultze, 2021). In addition, teachers and students can make progress in critical thinking, communication, creativity, pedagogy, and professional fields by using interdisciplinary techniques (Jones, 2010).…”

Section: Discussionmentioning

confidence: 83%

Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

Süer

Karagül

2023

IJPES

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The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study. The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study.

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Section: Discussionmentioning

confidence: 83%

Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

Süer

Karagül

2023

IJPES

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“…Teacher candidates consider STEM as an interdisciplinary approach that moves forward, provides socialization and communication (Gokce & Yenmez, 2020). It was determined that teacher candidates perceived STEM as an interdisciplinary approach that provides learning by doing and experiencing in the process of creating new products and aims to raise individuals who produce solutions to problems (Ergun & Kiyici, 2019;Kizilay, 2018;Gomleksiz & Yavuz, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…It is important to increase the training that includes STEM-related applications and expand the scope of education (Eroglu & Bektas, 2016). It is stated that metaphors are used in a minority of STEM studies conducted with prospective teachers (Ergun & Kiyici, 2019). Considering these evaluations in the literature, it is thought that the study will contribute to the literature.…”

Section: Introductionmentioning

confidence: 96%

Evaluation of Teacher Candidates' Metaphorical Perceptions Regarding STEM Education Concepts

BULUT ATALAR,

ERGUN

2024

Journal of STEAM Education

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This study aimed to examine the metaphorical perceptions of science teacher candidates regarding STEM education. Participants were given four-week STEM Application Training, which included STEM activities. In line with the answers given to the metaphor before and after the training, opinions about STEM education were determined and possible changes were examined. The method of the research was determined as a case study. In the study, it was determined that one-third of the participants had never heard of STEM education before. However, STEM education is mostly associated with metaphors such as "life, game, scientific game, invention, universe, imagination, machine, transition from abstract to concrete, science, puzzle, textbook, different perspective and dream". While 41 different metaphors were produced for STEM before the training, this number increased to 50 after the training. At the end of the training, participants' negative metaphors about STEM were replaced by positive ones, four of the categories remained the same and six categories changed. In the study, it was concluded that ideas about the purpose of STEM education were formed.

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“…Moreover, there are studies showing that STEM awareness levels of teachers (Bölükbaşı and Görgülü Arı, 2019;Elayyan and Al-Shizawi, 2019;Ciğerci, 2020;Can and Uluçınar Sağır, 2018;Çevik, Danıştay and Yağcı, 2017), school administrators (Ciğerci, 2020) and university students (Hebebci and Usta, 2017) are positive. Additionally, it was determined that prospective teachers produced completely positive metaphors about STEM education in the metaphor studies related to STEM, they had positive opinions (Ergün and Kıyıcı, 2019a), and all prospective science teachers who got STEM education produced positive metaphors for STEM education (Altun Yalçın and Yalçın , 2018). In the study of Çalışıcı and Özçakır Sümen (2018), it was concluded in the metaphors produced by prospective classroom teachers that most of the prospective teachers believe STEM fields complement each other and are a useful approach.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Prospective Teachers’ STEM Awareness and Information Communication Technologies Usage Levels*

Demirtaş

Ekşioğlu

2020

MOJET

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This study aims to investigate the relationship between prospective teachers' STEM awareness and information communication technology usage levels. Additionally, according to some demographic characteristics of prospective teachers, it has been determined whether there are differences between STEM awareness levels and information communication technology (ICT) usage levels. The research was carried out with prospective teachers studying at education faculty of a state university in the northwest of Turkey in four programs (science, mathematics, computer education and instructional technologies, classroom teaching). In order to measure the STEM awareness levels of prospective teachers, "STEM Awareness Scale", which was developed by Buyruk and Korkmaz (2016a). In order to determine the information and communication technology usage levels of the prospective teachers, "Information and Communication Technology Usage Levels Scale'', which was developed by Kutluca, Arslan and Özpınar (2010) were used. According to the results obtained in the study, it has been determined that the STEM awareness levels of prospective teachers were positive, the ICT usage levels were moderate, and there was a positive, weak and significant relationship between their STEM awareness levels and ICT usage levels. In addition, the STEM awareness levels and ICT usage levels of the prospective teachers differ in terms of gender, year of study and department.

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Fen Bilgisi Öğretmeni Adaylarının STEM Eğitimine İlişkin Metaforik Algıları

Cited by 10 publications

References 12 publications

Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

Evaluation of Teacher Candidates' Metaphorical Perceptions Regarding STEM Education Concepts

Prospective Teachers’ STEM Awareness and Information Communication Technologies Usage Levels*

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