Akademik Makaleler

Introducing STEM education: Implications for educating our teachers in the age of innovation

Anahtar Kelimeler: Ziyaretçi, Paydaş ve Uzman statüsünde tüm üyelerimize açıktır

Yazarlar: M. Sencer Corlu, Robert M. Capraro, & Mary M. Capraro

Reforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. There has been some criticism of the reforms at the teacher education level, claiming that Turkish teachers were not prepared to address the needs of their profession. The authors of this article introduced the STEM education model, which was designed with a critical investigation of the previous research on curriculum integration, STEM education, teaching knowledge, and Turkish educational reforms. By focusing on the interaction of mathematics and science, the model emphasized the importance of integrated teaching knowledge to successfully transition from the departmentalized model of teaching to an integrated model that promotes innovation. Keywords: STEM education, integrated teaching knowledge, mathematically rigorous science education

Devam

Integrated teaching project: A sustainable approach to teacher education

Anahtar Kelimeler: Ziyaretçi, Paydaş ve Uzman statüsünde tüm üyelerimize açıktır.

Yazarlar: Gürsu Aşık, Zerrin Doğança Küçük, Başak Helvacı, M. Sencer Çorlu

In this paper, the authors discuss the conceptual and theoretical underpinnings of the Integrated Teaching Framework and the rationale behind its development as a road-map for teachers and teacher educators. It is further explored in the paper to what extent a sustainable teacher professional development project, which is grounded in this framework, displayed intellectual merit and broader impact. Outlines of the programs developed within this particular project are provided as evidences. Given short-term seminars or workshops in Turkey are generally accepted as the norm, revealing the details of long-term sustainable professional development programs is considered to be noteworthy for teachers, teacher educators, principal investigators of similar projects, and policy makers in Turkey and elsewhere.

Devam

The impact of sustained professional development in STEM project based learning on district outcome measures

Anahtar Kelimeler: Ziyaretçi, Paydaş ve Uzman statüsünde tüm üyelerimize açıktır.

Yazarlar: Robert M. Capraro, Mary Margaret Capraro, James Joseph Scheurich,Meredith Jones, Jim Morgan, Kristin Shawn Huggins, M. Sencer Corlu, RayyaYounes & Sunyoung Han

Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d D 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d D –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.

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