“Ses” Konusunun STEM Etkinlikleri ile Öğretiminin Başarıya Etkisi

Dedetürk, Ayşegül; Kirmizigül, Aslı Saylan; Kaya, Hasan

doi:10.9779/pauefd.532331

Cited by 8 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The current international focus in recent committee and investigative reports has a strong emphasis on the integrated STEM education movement, where STEM disciplines are addressed in an integrated and contextual relationship without isolation from each other (Bybee, 2010;Nadelson & Seifert, 2017;National Academy of Engineering andNational Research Council [NAE &NRC], 2009, 2014;NRC, 2011). The positive effects of integrated STEM teaching on different outcomes such as achievement (Dedetürk, Saylan Kırmızıgül & Kaya, 2020;Gerlach, 2020;Sarican & Akgunduz, 2018), conceptual understanding (Huri & Karpudewan, 2019), and STEM attitudes (Alnıak & Ogan Bekiroglu, 2019) support these emphases. In addition to these, technology is thought to be important in increasing the effectiveness of integrated STEM teaching.…”

Section: Introductionmentioning

confidence: 98%

The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

ŞENYİĞİT

Serin

2022

Participatory Educational Research

View full text Add to dashboard Cite

The purpose of this research is to determine the role of primary school pre-service teachers' perceived information and communication technology (ICT) competencies on integrated science, technology, engineering, and mathematics (STEM) teaching intentions. Research participants are 242 primary school pre-service teachers enrolled at a state university in Türkiye. The data were collected by using the “Integrative STEM Teaching Intention Questionnaire” developed by Lin and Williams (2016) and adapted into Turkish by Hacıömeroğlu and Bulut (2016), the “ICT Competence Perceptions Scale” developed by Şad and Nalçacı (2015), and the “Personal Information Form” prepared by the researchers. These data were analyzed with descriptive statistics, independent samples t-test, one-way ANOVA, linear regression analysis. The results of the research showed that primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies levels are above the medium. Also, integrated STEM teaching intentions and perceived ICT competencies differed significantly by gender and frequency of technology use. The research showed that male primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies mean scores were significantly higher than that of females. Additionally, the research revealed that primary school pre-service teachers who every time and often use technology have significantly higher integrated STEM teaching intentions and perceived ICT competencies mean scores than those who never use technology and those who rarely use it. Finally, the research revealed that perceived ICT competencies are a predictor variable that can explain 43% of integrated STEM teaching intentions. Derived implications based on the results obtained were discussed and suggestions were presented.

show abstract

Section: Introductionmentioning

confidence: 98%

The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

ŞENYİĞİT

Serin

2022

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

The impact of 4th grade students’ learning about magnetism through STEM activities on success, 21st century skills, and perspectives

Ültay,

Özkurt

2024

Research in Science & Technological Education

View full text Add to dashboard Cite

Türkiye’deki STEM Eğitimi Çalışmalarının İçerik Analizi

Ecevit

YILDIZ

Balci

2022

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Bu çalışmada Türkiye’de Fen, Teknoloji, Mühendislik ve Matematik (STEM) eğitimi alanında, 2014-2020 yılları arasında yayımlanan çalışmaların eğilimlerinin belirlenmesi amacıyla, Google Akademik ve YÖKTEZ platformlarından faydalanılarak ülkemizde yayınlanmış 42 lisansüstü tez ve 37 makale olmak üzere toplam 79 çalışma, nitel araştırma yöntemlerinden doküman incelemesi yöntemiyle incelenmiştir. Elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Ayrıca araştırılan çalışmalar, bir makalede olması gereken tüm bölümler çerçevesinde incelenmiş ve bu bağlamda; STEM alanında yapılan çalışmalar, yazar sayısı, yayım yılı, araştırmanın konusu, amaç, yöntem, sonuç, anahtar kelimeler, araştırma yöntemleri, veri toplama araçları, geçerlik ve güvenirlik çalışmaları, evren ve örneklem, örneklem seçimi, araştırmanın yapıldığı grup, örneklem büyüklüğü, veri analizi, öneri ve etik değerler ölçütleri kapsamında incelenmiştir. Yapılan incelemeler sonucunda kavram yanılgılarına yönelik hiçbir çalışmanın bulunmadığı, çalışmaların çoğunluğunun etik değerler, öneri, öz ve güvenirlik geçerlik bölümleri açısından yetersiz olduğu; nicel çalışma sayısının daha çok olduğu, okulöncesi ve sınıf öğretmenliği adayları ile çok az çalışmanın yapıldığı tespit edilmiştir. Elde edilen veriler neticesinde, bir araştırmada olması gereken iç başlıklar uygun şekilde oluşturularak ve ortaya konan eksiklikler üzerinde yoğunlaşarak alana katkı sunulabileceği düşünülmektedir.

show abstract

“Ses” Konusunun STEM Etkinlikleri ile Öğretiminin Başarıya Etkisi

Cited by 8 publications

References 11 publications

The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

The impact of 4th grade students’ learning about magnetism through STEM activities on success, 21st century skills, and perspectives

Türkiye’deki STEM Eğitimi Çalışmalarının İçerik Analizi

Contact Info

Product

Resources

About