Tez Bankası

A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science

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

Yazarlar: M. Sencer Corlu

Reforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. STEM education includes the set of knowledge, skills, and beliefs which are collaboratively constructed by students and teachers at the intersection of more than one STEM subject area. The overall purpose for all three studies comprising this dissertation was to investigate whether prospective Turkish mathematics and science teachers were ready to implement STEM education in terms of their integrated teaching knowledge (ITK), teaching self-efficacy beliefs, and attitudes toward mathematics and science integration. The dissertation employed a quantitative research methodology to investigate ITK and attitudes whereas teaching self-efficacy beliefs were investigated with an explanatory mixed methods study. Results from the first study suggested that the pre-service mathematics and science teachers, who were educated in an integrated teaching education program, outperformed peers in the departmentalized teacher education program in terms of their ITK. There was evidence in the second study that practical teaching experiences helped pre-service mathematics and science teachers develop high self-efficacy beliefs for mathematics and science integration. The findings of the third study indicated that the integrated teacher education program provided noteworthy benefits for pre-service mathematics and science teachers’ attitudes toward mathematics and science integration when compared to pre-service mathematics teachers in the departmentalized program. The unique attributes of integrated mathematics and science teacher education programs, such as balanced coursework of content, pedagogy, and pedagogical content knowledge, integrated teaching courses, and the increased peer stimulation in classrooms were discussed as possible factors that explain the results. Overall, the three studies demonstrated that the pre-service mathematics and science teachers in the integrated teacher education program were ready to implement STEM education aligned with the reforms enacted by the K-12 policy-making organization while the departmentalized teacher education program, which was recommended by the higher education policy making organization, was preparing pre- service teachers as content experts of individual STEM subjects. Policy coordination in K-12 and higher education emerged as a critical factor for the success of Turkish education reforms.

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INTERDISCIPLINARY STEM EDUCATION: EXPLORING TECHNOLOGY AND ENGINEERING INTEGRATION IN MATHEMATICS AND SCIENCE CLASSES

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

Yazarlar: Başak Helvacı

STEM education is one of the trend topics in education in many countries, especially in Turkey. One of the biggest concern in STEM Education is the efficient and meaningful use of technology and engineering. Qualified and tech-savvy teachers are needed for the area as a result of the pedagogy of STEM Education and the interconnectedness of these disciplines. New research and professional development programs are required to be conducted when such post-modern paradigms raise because teachers are being asked to become proficient at new skills and responsibilities and implement these into their practices. This study investigates how STEM teachers implement and integrate technology and engineering, which tools do they use more frequently as a part of their science and mathematics lessons in 5th and 6th-grade topics. The ulterior motive of the study is to explore the effect of integrating technology and engineering in overall quality of STEM lesson plans.The data obtained from 32 science and mathematics teachers who participated in TÜSİAD STEM Project: a teacher professional development program. The teachers attended to four face-to-face STEM workshops, each received one STEM kit with a guide including six STEM lesson plans. During this professional development program, at least one lesson plan was implemented by participant teachers and they gathered together to reflect on their classroom experiences. At the end of the professional development program, teachers created their own authentic lesson plans. These lesson plans were investigated in terms of interdisciplinarity - integrating technology and engineering into science and mathematics classes. Overall, findings demonstrated that the science and mathematics teachers in the professional development program integrate technology and engineering in six different categories. Although, there is no significant difference reported of integrating technology on the quality of STEM lesson plans, engineering integration showed a significant difference on the quality of STEM lesson plans. Tez Danışmanı: Prof Dr. Hasan Ünal (Yıldız Teknik Üniversitesi, 2018)

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STEM PROGRAMI UYGULANAN İLKOKUL ÖĞRENCİLERİNİN BİLİMSEL YARATICILIK DÜZEYLERİNİN İNCELENMESİ

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

Yazarlar: Selvet Ece Genek

Bu araştırma; 2016-2017 Eğitim-Öğretim yılı süresince Antalyadaki iki özel eğitim kurumunda haftada bir ders saati uygulanan STEM dersini alan ilkokul 2,3 ve 4. sınıf öğrencilerinin bir öğretim senesi boyunca aldıkları STEM Eğitimi sonrası, çeşitli değişkenler açısından Bilimsel Yaratıcılık Düzeylerini ölçmek ve değerlendirmek amacıyla yapılmıştır. Söz konusu araştırma1 , bilimsel yaratıcılık düzeylerinin belirlenmesine yönelik olarak nicel araştırma desenlerinden tarama modelinde betimsel bir çalışmadır. Araştırmanın örneklemini toplam 85 öğrenci oluşturmaktadır. İki eğitim öğretim dönemi boyunca, Bahçeşehir Üniversitesi BAUSTEM Merkezi ve 30 okul öncesi ve sınıf öğretmeni iş birliğinde tasarlanan ErkenSTEM programı öğrencilerine uygulanmıştır. Programdaki öğrencilere Bilimsel Yaratıcılık Ölçeği ve öğrencileri tanımaya yönelik uygulayıcı tarafından hazırlanmış Öğrenci Tanıma Formu uygulanmıştır. Yapılan analizler sonucunda, ErkenSTEM eğitimi alan öğrencilerin bilimsel yaratıcılık düzeylerinin sınıf kademesi değişkenine göre istatistiksel olarak anlamlı bir farklılık gösterdiği bulunmuştur. 4. Sınıf öğrencileri, 2. ve 3. Sınıf öğrencilerinden daha yüksek puanlar elde etmişlerdir. Diğer değişkenler (cinsiyet, kardeş sayısı, anne-baba mesleği, en sevdiği ders, en başarılı olduğunu düşündüğü ders, ilerde seçmek istediği meslek) bağlamında anlamlı farklılıklara rastlanmamıştır. 1Bu araştırma verileri, Bütünleşik Öğretmenlik Projesi (ITK) kapsamında geliştirilen erkenSTEM müfredat programı dahilinde toplanmış ve çalışma BAUSTEM tarafından desteklenmiştir. Tez Danışmanı: Öğretim Üyesi Dr. Zerrin Doğança-Küçük (Bahçeşehir Üniversitesi, 2018)

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ETHNOGRAPHIC CASE STUDY OF EARLY STEM EDUCATION: INVESTIGATING STUDENTS’ AUTHENTIC LEARNING EXPERIENCES

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

Yazarlar: Şefika Girgin

Recent national initiatives in education have focused on improving access for young people in STEM careers. It is also important to make efforts to attract more students to scientiComputational World and My World of Imagination) based on STEM disciplines (science, technology, engineering and mathematics) were applied in these lessons. Each theme lasted 8 weeks and the program totally spread over eight months period. Also, the program was implemented within the plans prepared according to STEM Learning Cycline which was developed based on Constructivist 5E Instructional Model. At this point, the present study aimed to investigate the students‟ authentic learning experiences in the early STEM lessons. In order to examine this aim in depth, ethnographic case study design was selected as the research design. Sample of the study consisted of total 13 4th grade students and one classroom teacher who has prior experience on the early STEM program. In this qualitative ethnographic case study, evidence of authentic learning was collected from field/observation notes and transcripts from classroom observations for 8 weeks and face-to-face interviews with the students and teacher in socio-constructivist and interpretivist perspective and also by considering Authenticity Model and STEM Learning Cycline as conceptual frameworks. As a result of the present study, three themes were emerged from 14 categories by using initial and process coding during data analysis. The themes are: 1) Authenticity vital role in early STEM education, 2) Early STEM effectiveness in authentic environment, 3) Essential role of early STEM education upon students‟ authentic learning experiences. These findings provide insight into how STEM education has a role in authentic learning experiences in early grades. Tez Danışmanı: Prof Dr. Bayram Coştu (Yıldız Teknik Üniversitesi, 2018)

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