İlkokul Öğretmenlerinin Öğrencilerle Fen, Matematik, Mühendislik, Teknoloji (STEM) Eğitimi Öncesi Gereksinimleri; Durum Çalışması

Aydın, Ganime

doi:10.14689/ejer.2020.88.1

EJER

2020

DOI: 10.14689/ejer.2020.88.1

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İlkokul Öğretmenlerinin Öğrencilerle Fen, Matematik, Mühendislik, Teknoloji (STEM) Eğitimi Öncesi Gereksinimleri; Durum Çalışması

Ganime Aydın¹

Abstract: Implementing STEM education in the early grades is a more effective way to encourage creativity, problem-solving, and innovation. There is a need for elementary teachers to implement STEM education to integrate and contextualize science, technology, engineering, and mathematics (STEM) in their teaching. This research aims to examine the prerequisites for elementary teachers before practicing STEM education with students.Research Method: This study is a case study and implementations were undertaken with six te… Show more

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Cited by 5 publications

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Science, technology, engineering, & mathematics, curricular integration, and the story form

Krushelnycky,

Karrow

2024

Future in Educational Research

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As science, technology, engineering, and mathematics (STEM) education continues to increase in popularity, it becomes imperative that generalist preservice teachers (PT) have both strong concept knowledge and pedagogical skills to properly support its integration. However, generalist PTs do not have enough knowledge or skills possessed by those in STEM's respective disciplines, impacting their perceptions of how the framework is disseminated. The finger, then, is pointed at PT education to provide the necessary education and training that would allow for high‐quality STEM education beginning at the elementary level. One novel approach to mitigate this problem is to introduce Kieran Egan's education theory on imagination (mythic understanding) and the theory of integrated curricula to PT. Throughout this philosophical inquiry, we explore integrated curriculum models, imagination (mythic understanding) and storytelling, illustrating how they may appear in a STEM‐oriented lesson within an elementary science PT course, and attend to the need for approachable, evidence‐based interventions regarding generalist PT STEM education.

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Science, technology, engineering, & mathematics, curricular integration, and the story form

Krushelnycky,

Karrow

2024

Future in Educational Research

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Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

Solano,

Ramanathan

2024

Future in Educational Research

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This exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self‐reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K‐12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro‐credentials for preservice and in‐service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early‐career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro‐credential course would be a possibility. Nearly all of the participants agreed that a self‐paced micro‐credential that blended online and in‐person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro‐credentials could be a successful solution for educator PD.

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University-school interaction in implementing game-based learning for creative thinking development

Chen

2022

Educ Inf Technol

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İlkokul Öğretmenlerinin Öğrencilerle Fen, Matematik, Mühendislik, Teknoloji (STEM) Eğitimi Öncesi Gereksinimleri; Durum Çalışması

Cited by 5 publications

References 46 publications

Science, technology, engineering, & mathematics, curricular integration, and the story form

Science, technology, engineering, & mathematics, curricular integration, and the story form

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

University-school interaction in implementing game-based learning for creative thinking development

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