The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM)…

By Filiz Gülhan, Fatma Şahin. 2016

77 citations recorded by the source corpus.

Science-Technology-Engineering-Math provide a basis to multiple disciplines. Nowadays STEM is a popular approach that consist of teaching Science-Technology-Engineering-Math in an interdisciplinary way. This research is conducted to study the effects of the integration of STEM on the attitude and perception of 5th grade students. In this research the quasi-experimental design with a pretest - posttest was conducted. The study group of the study in consist of 5th grade students who receive education in Istanbul. The control group consisted of 27 students and experimental group 28 students. In the research ‘STEM Perception Test’ and ‘STEM Attitude Test’ were used a quantitative data collecting device. For the ‘STEM Perception Test’ in the reliability analysis it was designated that the Cronbach Alpha worths of the test’s sub-dimensions changed between 0,703 and 0,892. For ‘STEM Attitude Test’ in the reliability analysis it was designated that the Cronbach Alpha worths of the test’s sub-dimensions changed between 0,786 and 0,900. In the control group the activities based on inquiry activities in the science books of Ministry of National Education were practiced and in the experimental group in addition to these activities the STEM activities developed by the researchers were practiced. In the research it was concluded that STEM activities developed the students’ perceptions and attitudes in these area. In the research it is regarded being development especially on engineering, technology, career areas in the perception test; and on science, engineering-technology areas in the attitude test. According to this results practicing of the STEM training was proposed to the teachers, researchers and the program makers. Ozet Gunumuzde one cikan STEM egitimi, bircok disipline temel olusturan Fen-Teknoloji-Muhendislik-Matematik alanlarinin disiplinlerarasi yaklasimla ogretilmesi fikrine dayanmaktadir. Bu arastirmada Fen-Teknoloji-Muhendislik-Matematik entegrasyonunun (STEM) ortaokul 5. sinif ogrencilerinin bu alanlarla ilgili algi ve tutumlarina etkisinin incelenmesi amaclanmistir. Arastirmada ontest-sontest kontrol gruplu yari deneysel desen kullanilmistir. Kontrol grubu 27, deney grubu ise 28 ogrenciden olusmustur. Arastirmada nicel veri toplama araci olarak ‘STEM Algi Testi’ ve ‘STEM Tutum Testi’ kullanilmistir. ‘STEM Algi Testi’ icin yapilan guvenirlik analizinde  testin alt boyutlarinin Cronbach Alpha degerlerinin 0,703 ile 0,892 arasinda degistigi belirlenmistir. ‘STEM Tutum Testi’ yapilan guvenirlik analizinde testin alt boyutlarinin Cronbach Alpha degerlerinin 0,786 ile 0,900 arasinda degistigi belirlenmistir. Arastirmanin uygulamasinda kontrol grubunda MEB tarafindan onerilen Fen Bilimleri ders kitabindaki sorgulamaya dayali etkinlikler uygulanirken, deney grubunda ise bu etkinliklere ilave olarak arastirmacilar tarafindan gelistirilen STEM etkinlikleri uygulanmistir. Arastirmada STEM etkinliklerinin ogrencilerin bu alanlarla ilgili algi ve tutumlarini gelistirdigi sonucuna varilmistir. Algi testinde ozellikle muhendislik, teknoloji, kariyer; tutum testinde ise ozellikle fen, muhendislik-teknoloji alanlarinda gelisme oldugu tespit edilmistir. Bu sonuc isiginda STEM egitiminin uygulanisi ile ilgili ogretmenler, arastirmacilar ve program hazirlayicilara onerilerde bulunulmustur.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f51eb9a06c65fd932793b1315ca0132bdd6a3d03