STEM (Fen-Teknoloji-Mühendislik–Matematik) Eğitimi Tutum Ölçeği

Derin, Gökhan; Aydın, Emin; Kırkıç, Kamil Arif

doi:10.31202/ecjse.336550

Cited by 15 publications

(11 citation statements)

References 11 publications

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“…After the need has been determined, all studies conducted and adapted at national and international level (Aydın et al, 2017;Berlin & White 2010;Derin et al, 2017;Faber et al, 2013;Gülhan & Şahin, 2016;Hacıömeroğlu & Bulut, 2016;Oh et al, 2012;Sjaastad, 2012;Tyler-Wood et al, 2010) were examined in details . When creating the item pool, we have benefited from the attitude items in the literature, the opinions of the students, the experience of researchers and experts.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…When the literature is reviewed, it is observed the STEM education focuses on the success of the students (Biçer et al, 2015;Ceylan, 2014;Irkıçatal, 2016;Öner & Capraro, 2016;Yıldırım & Altun, 2015), the training of the teacher and the teachers' opinions in this field (Autenrieth, 2017;Hacıoğlu et al, 2016;Han et al, 2015;Jho et al, 2016;Weber et al, 2013;Wilson, 2013), the professional development of prospective teachers and their perspectives on this field (Aslan-Tutak et al, 2017;Gupta, 2015;Kızılay, 2016;Marulcu & Sungur, 2012;Sungur-Gül & Marulcu, 2014;Özçakır-Sümen & Çalışıcı, 2016), the career awareness of the students (Quagliata, 2015;Christensen & Knezek, 2017), the attitudes of the students (Dubriwny et al, 2016;Gülhan & Şahin, 2016;Yamak et al, 2014), scale development and adaptation (Aydın et al 2017;Berlin & White 2010;Derin et al, 2017;Faber et al, 2013;Gülhan & Şahin, 2016;Hacıömeroğlu & Bulut, 2016;Oh et al, 2012;Sjaastad, 2012;Tyler-Wood et al, 2010).…”

Section: Stem (Science Technology Engineering and Mathematics) Educmentioning

confidence: 99%

“…Recently, some studies have been conducted in the international literature to measure the attitudes of teachers, prospective teachers and students towards STEM education (Berlin & White 2010;Faber et al, 2013;Oh et al, 2012;Sjaastad, 2012;Tyler-Wood et al, 2010). However, in our country, mostly these scales that are internationally developed, are adapted (Aydın et al, 2017;Derin et al, 2017;Gülhan & Şahin, 2016;Hacıömeroğlu & Bulut, 2016). In fact, while adapting the scales from one culture to another culture, there may be various challenges in this process.…”

Section: Determination Of the Needmentioning

confidence: 99%

“…For the scale to be developed in order to determine the attitudes of secondary school students towards the STEM, firstly, studies on all attitude scales in national and international fields in the field of literature, science, mathematics, engineering, and technology were examined (Berlin & White 2010;Faber et al, 2013;Guzey, Harwell & Moore, 2014;Mahoney, 2010;Lin & Williams, 2015;Oh vet al, 2012;Sjaastad, 2012;Tyler-Wood et al, 2010;Aydın et al, 2017;Derin et al, 2017;Gülhan & Şahin, 2016;Hacıömeroğlu & Bulut, 2016;Yıldırım & Selvi, 2015;Yılmaz et al, 2017). Attitudes statements used in these studies are discussed in detail.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Development of STEM Attitude Scale for Secondary School Students: Validity and Reliability Study

Benek¹,

Akçay²

2019

International Journal of Education in Mathematics, Science and Technology

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The aim of this study is to develop a valid and reliable attitude scale that could measure secondary school students' attitudes towards the Science-Technology-Engineering and Mathematics (STEM). This study was conducted in 2017-2018 academic year with 2500 secondary school students studying in the 5th, 6th, 7th and 8th grades from fifteen (15) different secondary schools in ten different (10) provinces of seven (7) different regions of Turkey. The study is designed according to the scanning method which is a descriptive research method. When determining the sample of the research, stratified sampling method was taken into consideration. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the validity of the scale structure. KMO in EFA .919, and the Barlett's test χ2 value was found as 26236,010 (p <.001). As a result of CFA to determine the model fit of the scale, chi-square fit value of the factor structure consisting of 33 items and 6 sub-factors (χ ² = 4083.21, Sd = 480, p = 00) was found to be significant and the following was found RMSEA: .

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Section: Stem (Science Technology Engineering and Mathematics) Educmentioning

confidence: 99%

Section: Determination Of the Needmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Development of STEM Attitude Scale for Secondary School Students: Validity and Reliability Study

Benek¹,

Akçay²

2019

International Journal of Education in Mathematics, Science and Technology

View full text Add to dashboard Cite

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“…The other items are related to the subjects that the teachers had not been trained before and did not use. 2466 The Readiness Level of Teachers in Science, Technology, Engineering and Mathematics Education Items 1,6,7,8,10,11,13,18,19,20,23,25,31 ve 32 show significant differences according to branch variable (p<0,05).…”

Section: Findings the Findings On The Readiness Of The Teachers In Stmentioning

confidence: 99%

The Readiness Level of Teachers in Science, Technology, Engineering and Mathematics Education

Aşiroğlu¹,

Akran²

2018

ujer

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The aim of this research is to determine the viewpoints and readiness of class, mathematics and science teachers on STEM (Science, Technology, Engineering and Mathematics) Education. The other aims are to determine different between branches and seniority in the readiness of teachers on STEM Education. The review method was used in the study the sampling of the study consisted of 371 teachers, who were selected randomly from Siirt and Batman. A questionnaire was developed by the authors of the study to determine the readiness of the teachers on STEM Education. Frequencies, arithmetic averages and the Kruskal Wallis H was used in this research. The teachers who participated in the study believe that they are inadequate about implementing teaching designs that are inventive, use scientific methods, develop creative STEM products, and aim to raise students who critically examine these products. In addition, they do not see themselves adequately in terms of process evaluation, assisted education in information technology, development of engineering applications suitable for the student level, analysis according to Bloom taxonomy and activities related to higher skill levels. Among the issues that teachers see themselves as middle level and above it are project-based, probabilistic learning and structuring of knowledge.

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STEM professional development of early childhood teachers

Erol,

İvrendi

2024

Psychology in the Schools

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Early childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

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STEM (Fen-Teknoloji-Mühendislik–Matematik) Eğitimi Tutum Ölçeği

Cited by 15 publications

References 11 publications

Development of STEM Attitude Scale for Secondary School Students: Validity and Reliability Study

Development of STEM Attitude Scale for Secondary School Students: Validity and Reliability Study

The Readiness Level of Teachers in Science, Technology, Engineering and Mathematics Education

STEM professional development of early childhood teachers

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