The effects of a STEM-based intervention on middle school students  science achievement and learning motivation

Uzun, Salih; Şen, Nihat

doi:10.33902/jpr.202319315

Cited by 5 publications

(7 citation statements)

References 45 publications

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“…For example, a conclusion from the analysis of TIMSS 2019 was encouragement to involve pupils in field trips and to allow them design and conduct experiments (Sabah et al, 2023) in order to develop SPS. Investigations from Abungu et al (2014), Hiğde and Aktamış (2022), Kasuga et al (2022), Koksal and Berberoglu (2014) and Uzun and Sen (2023) have aimed to justify the place of SPS in curricula. Usually, interventions with frameworks of SPS are incorporated into a controlled experimental approach involving pre-and post-tests.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of science process skills and entry grades on academic scores of student teachers

Koomson,

Kwaah,

Adu-Yeboah

2024

tused

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The development and acquisition of science process skills (SPS) in science education are closely linked to the development of 21st-century skills and improvements in academic performance. To help facilitate the development of SPS in learners, teachers should acquire and exhibit SPS. This study assesses the SPS acquired by final-year students in a college of education who are pursuing a bachelor's degree in education, using regression correlation to find relationships between their acquired SPS, entry qualifications and academic performance. A parametric achievement test was used to assess the SPS acquired by the student teachers and extant data were used to construct their entry qualifications and academic performance. The data for the study were collected from 236 student teachers in four science colleges affiliated with the University of Cape Coast in Ghana. The results indicated that SPS contributed more to better academic performance than did students' entry qualifications. However, the nature of assessment of academic performance was such that basic SPS was a better influencer of academic performance than integrated SPS. It is recommended that, aside from entry qualifications, SPS acquired by candidates aspiring to pursue science programmes in tertiary institutions should be considered for admissions, and academic assessment instruments should be improved to encourage acquisition and development of integrated SPS.

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Section: Literature Reviewmentioning

confidence: 99%

Effect of science process skills and entry grades on academic scores of student teachers

Koomson,

Kwaah,

Adu-Yeboah

2024

tused

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“…The subjects to be studied in one year, from grades 1 to 8, are consistent and include Earth and the universe, creatures and life, materials and nature, and physical phenomena. Starting from grade 4, students are expected to effectively present their products at the Year-End Science Festival, which includes practical science, technology, and entrepreneurship projects (Uzun & ġen, 2023).…”

Section: Curriculum Structurementioning

confidence: 99%

An In-Depth Comparative Analysis of Science Curricula in Türkiye and Indonesia

Syarif,

Hariyani Susanti,

Erden Özcan

et al. 2023

J. Nat. Sci. Integr

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Government policies, including curriculum development, significantly impact education quality. Indonesia's frequent curriculum changes contrast with Türkiye's 2017 curriculum overhaul. Türkiye outperforms Indonesia in science literacy based on PISA 2018 results. The Merdeka Belajar policy aims to enhance Indonesia's global competitiveness, particularly in STEM education. Curriculum approaches differ, with Türkiye emphasizing practical learning and early physics concepts, while Indonesia relies more on rote memorization. Frequent curriculum changes in Indonesia stem from political and regional factors. This study highlights disparities in PISA scores and curriculum structures, underscoring areas for Indonesia's improvement. Adapting to international standards while considering local contexts is crucial for enhanced science literacy. The research employs a case study methodology, utilizing curriculum documents, interviews, and research articles for analysis, providing insights and recommendations for both countries. Research results indicate that Türkiye's structured curriculum and emphasis on practical learning contribute to its higher science literacy scores compared to Indonesia. In conclusion, this study underscores the need for Indonesia to align its curriculum policies with international standards, while also focusing on fostering critical thinking and practical learning approaches to enhance science literacy outcomes and remain globally competitive in education.Keywords: Curriculum Development; Education Policies; Science Literacy; Comparative Study

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“…Also, STEM education facilitates the development of core competencies required for the 21st century, such as collaboration, communication, and creativity. STEM education is high on many educational agendas because of its role in cultivating 21st-century skills and thereby boosting economic competitiveness (Uzun & Şen, 2023). STEM education has the advantage of relating the content taught to real-life problems (El Sayary et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, including problem-based learning in the STEM approach would be advantageous, as it can contribute more to developing problem-solving skills. In some studies, focusing on STEM-based learning environments, learners sought design-oriented solutions to daily problems (Lou et al, 2011;Sarı et al, 2018;Uzun & Şen, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Overall, it is expected that problem-based STEM education can enhance the conceptual understanding of pre-service science teachers. Studies on STEM education offer evidence-based information for educators and decision-makers regarding the effectiveness of STEM education (Uzun & Şen, 2023). Therefore, this study aimed to reveal the effect of problem-based STEM practices on pre-service science teachers' conceptual understanding.…”

Section: Introductionmentioning

confidence: 99%

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The effect of problem-based STEM practices on pre-service science teachers conceptual understanding

Altunışık,

Uzun,

İnel Ekici

2023

JPR

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Problem-based STEM education can be defined as the solving of real-life problems by using science, technology, engineering, and mathematics disciplines. This study aims to determine the effect of problembased STEM practices on pre-service teachers' conceptual understanding. The pre-service science teachers participated in 12 weeks of STEM activities that focused on problem-solving. The study comprises four problem-based STEM activities that are based on real-life problems. This study employed a quasiexperimental, one-group pretest-posttest design. The study sample consisted of twenty-seven pre-service science teachers in a science teacher program at a state university in Türkiye. The researchers developed four conceptual understanding tests, each consisting of four or five open-ended questions, as a data collection tool in the study. The data obtained were classified using predetermined categories (e.g., complete understanding, no understanding), and the differences in conceptual understanding between the pre-and post-tests were determined using the paired samples t-test. The results indicate that problembased STEM practices can enhance the conceptual understanding of pre-service science teachers in science education.

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The effects of a STEM-based intervention on middle school students science achievement and learning motivation

Cited by 5 publications

References 45 publications

Effect of science process skills and entry grades on academic scores of student teachers

Effect of science process skills and entry grades on academic scores of student teachers

An In-Depth Comparative Analysis of Science Curricula in Türkiye and Indonesia

The effect of problem-based STEM practices on pre-service science teachers conceptual understanding

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