STEM DERS PLANI HAZIRLAMA BECERİLERİNİN VE STEM UYGULAMALARINA İLİŞKİN FEN ÖĞRETMENLERİNİN GÖRÜŞLERİ
Author :
Abstract
Bu çalışmanın temel amacı, fen bilimleri öğretmenlerinin STEM ders planı hazırlama becerileri ve öz değerlendirme formlarına ilişkin bulgularını değerlendirmek ve STEM uygulamalarına ilişkin görüşlerini incelemektir. STEM eğitimi, bilim, teknoloji, mühendislik ve matematiğin bütünleştirilmesine dayalı, bireylerin ekonomik güç kazanmalarına yardımcı olmak, bilimsel süreç adımlarını kullanarak gerçek yaşam problemlerine çözüm bulmalarını sağlamak için yapılan bir çabadır. Çalışma; 2019-2020 Eğitim-Öğretim yılı bahar döneminde Ankara'da bir devlet üniversitesinde fen bilgisi öğretimi gören 4. sınıf 18 fen bilgisi öğretmen adayı (17 kadın, 1 erkek) ile gerçekleştirilmiştir. Araştırma kapsamında nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır. Çalışma grubunu oluşturan öğretmen adayları öncelikle temel STEM eğitimi almış ve STEM çalışmaları okumuştur. Fen bilgisi öğretmen adaylarından bireysel olarak ortaokul fen bilimleri müfredatında çevre konularını içeren STEM ders planları hazırlamaları istenmiştir. Araştırmada öğretmen adaylarının çoğunun STEM eğitimi almadığı görülmektedir. STEM yaklaşımının uygulayıcısı olan öğretmen adaylarına lisans döneminde verilecek derslerle STEM eğitimi verilmelidir. Bu çalışmada öğretmen ve öğretmen adaylarının görüşleri incelendiğinde üniversite yaşamlarında STEM eğitimi faaliyetlerini destekleyen proje ve çalışmaların olması gerektiği anlaşılmaktadır.
Keywords
Abstract
The main purpose of this study is to evaluate the findings of science teachers' STEM lesson plan preparation skills and self-assessment forms and to examine their views on STEM applications. STEM education is an effort based on the integration of science, technology, engineering, and mathematics to help individuals gain economic strength, enabling them to find solutions to real-life problems using the steps of scientific process. In the spring semester of the 2019-2020 academic year, science teaching at a public university in Ankara was carried out with 18 preservice science teachers (17 females, 1 male) who were studying in the 4th grade. Case study method was used from qualitative research methods within the scope of the study. The preservice science teachers who formed the study group primarily received basic STEM education and studied STEM studies. Preservice science teachers were asked individually to prepare STEM lesson plans that included environmental issues in the secondary school science curriculum. In the study, it is seen that most preservice teacher do not receive STEM education. Preservice teacher who are practitioners of the STEM approach can be provided with STEM education with courses to be given during the undergraduate period. In this study, when the views of teachers and preservice teacher are examined, it is understood that there should be projects and studies supporting STEM education activities in their university life.
Keywords
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