Üniversite Öğrencilerinin Fakülte Yaşamının Nitelikleri, Akademik Öz Yeterlikleri ve Öznel İyi Oluşları Arasındaki Yordayıcı İlişkiler

Abstract

Üniversite Öğrencilerinin Fakülte Yaşamının Nitelikleri, Akademik Özyeterlikleri ve Öznel İyi Oluşları Arasındaki Yordayıcı İlişkiler iyi oluşları üzerinde doğrudan etkileri ve akademik öz-yeterliklerinin de öznel iyi oluş düzeyleri üzerinde doğrudan etkisi görülmüştür.

Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement

“…Results show that pre-service teachers have positive attitudes toward STEM consistently with the findings of Herdem and Ünal (2018). The Attitude towards STEM Scale has four subscales: mathematics, science, engineering technology, and 21st-century skills.…”

“…Trying to find solutions to these authentic problems engages students to think critically and creatively, work with peers, justify their own ideas, and judge peers' ideas (Bender, 2017;Karakaya et al, 2020;Morrison, 2006). Integrated STEM education requires (i) the integration of content from different STEM disciplines, (ii) problemcentered learning that refers to using real-world problems, (iii) inquiry-based learning that encourages students to question, discuss, interpret, and explore ideas, (iv) design-based education that emphasizes the use of engineering or technological design, and (v) collaborative learning that allow students to work with peers in small groups (Herdem & Ünal, 2018;Thibaut et al, 2018a). The principles of STEM education, as mentioned above, align with problem-solving, critical thinking, creativity, innovation, communication, and collaboration that are the competencies for the 21st century.…”

“…The principles of STEM education, as mentioned above, align with problem-solving, critical thinking, creativity, innovation, communication, and collaboration that are the competencies for the 21st century. STEM education has benefits for students, such as increasing academic achievement in science and mathematics (Acar et al, 2018;Austin, Hirstein, & Walen, 1997;Becker & Park, 2011;Breiner et al, 2012;Herdem & Ünal, 2018;Hurley, 2001;Wade-Shepherd, 2016), improving attitudes, motivation, and interest toward STEM disciplines (Gutherie, Wigfield, & VonSecker, 2000;Herdem & Ünal, 2018;Karakaya et al, 2020;Lee et al, 2019;Tseng et al, 2013), promoting conceptual understanding (Margot & Kettler, 2019), and improving higherorder thinking skills and technological literacy (Aldahmash et al, 2019;Herdem & Ünal, 2018;Morrison, 2006; Stohlman, Moore, Roehrig, 2012). STEM education points to using project and inquiry-based teaching rather than traditional teaching (Breiner et al, 2012).…”

The effect of STEM education roles on the solution of daily life problems

“…On the other hand, the number of individuals is very important in experimental studies. Herdem and Ünal (2018) and Cakir and Ozan (2018) Gülen and Yaman (2019) found that STEM activities boosted academic success. Furthermore, Çevik (2018) shared that both the academic achievement of the students and professional interest had a positive effect on STEM education.…”

“…In general, it can be said that STEM disciplines have an effect on the solutions to daily life problems and students have roles in STEM disciplines. As a matter of fact, Herdem, and Ünal (2018) determined that STEM education activities had positive effects on the students' adoption of STEM disciplines and career awareness. In addition, Gülen (2018) and Gülen and Yaman (2019) found that STEM education had a positive effect on the solutions to everyday life problems.…”