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ORTAOKUL ÖĞRENCİLERİNİN FEN-TEKNOLOJİ-MÜHENDİSLİK-MATEMATİK (STEM) MESLEKLERİNE OLAN İLGİLERİ

Year 2018, Volume: 3 Issue: 1, 36 - 53, 27.06.2018

Ferhat Karakaya , Sakine Serap Avgın Mehmet Yılmaz

Abstract

Bu araştırmada,
ortaokul öğrencilerinin Fen-Teknoloji-Mühendislik ve Matematik (STEM)
mesleklerine yönelik ilgilerinin çeşitli değişkenlere göre incelenmesi
amaçlanmıştır. Ayrıca araştırmada, STEM’i oluşturan Fen, Teknoloji, Mühendislik
ve Matematik boyutlar aralarındaki ilişkinin belirlenmesi amaçlanmıştır. Tarama
modelinin kullanıldığı araştırma, 2016-2017 eğitim-öğretim yılında öğrenim
gören 611 ortaokul öğrencisi ile gerçekleştirilmiştir. Verilerin toplanmasında,
Kier, Blanchard, Osborne, ve Albert (2014) tarafından geliştirilen, Koyunlu
Unlu, Dokme ve Unlu (2016) tarafından Türkçeye uyarlanarak geçerlik, güvenirlik
analizleri yapılan ‘‘Fen, Teknoloji, Mühendislik ve Matematik Mesleklerine
Yönelik İlgi Ölçeği (FeTeMM-MYİÖ)’’ kullanılmıştır. Araştırma bulgularına göre,
ortaokul öğrencilerinin STEM mesleklerine olan ilgilerinde cinsiyet, akademik
başarı düzeyi, teknoloji kullanım sıklığına göre anlamlı farkın olduğu, uzun
süre yaşanılan yere göre ise anlamlı farkın olmadığı belirlenmiştir. Ortaokul
öğrencilerinin en yüksek ilgi düzeylerinin teknolojiye yönelik meslekler
üzerine olduğu belirlenmiştir. Ayrıca araştırmada, STEM’i oluşturan boyutlar
arasında pozitif bir ilişkinin olduğu tespit edilmiştir.

Keywords

STEM(FeTeMM) ilgi ortaokul öğrencileri

References

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  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B.(2010). “Doing” science versus “being” a scientist: Examining 10/11- year-old school children’s constructions of science through the lens of identity. Science Education, 94(4), 617-639. doi: 10.1002/sce.20399
  • Ayar, M. C. ve Saka, Y. (2014). Robotics etkinlikleri: İlgi gelişim aşamaları ve kariyer tercihleri. 11. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Adana, 11-14 Eylül 2014. [Çevrim-içi: https://www.researchgate.net/.../541819af0cf203f155ad971e.pdf Erişim tarihi: 6 Nisan 2017.]
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  • Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W., & Black, A. (2016). An Examination of Middle School Students' STEM Self-Efficacy with Relation to Interest and Perceptions of STEM. Journal of STEM Education: Innovations and Research, 17(3), 27-38.
  • Buxton, C. A. (2001). Modeling science teaching on science practice? Painting a more accurate picture through an ethnographic lab study. Journal of Research in Science Teaching, 38(4), 387-407.
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  • Karakaya, F., & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188-4198.
  • Karasar, N.(2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel yayın Dağıtım.
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  • Kjaernsli, M., & Lie, S. (2011). Students’ preference for science careers: International comparisons based on PISA 2006. International Journal of Science Education, 33(1), 121–144.
  • Knezek, G., Christensen, R., & Tyler-Wood, T. (2011). Contrasting perceptions of STEM content and careers. Contemporary Issues in Technology and Teacher Education, 11(1), 92-117.
  • Knezek, G., Christensen, R., Tyler-Wood, T., & Periathiruvadi, S. (2013). Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM. Science Education International, 24(1), 98-123.
  • Kong, X., Dabney, K. P., & Tai, R. H. (2014). The association between science summer camps and career interest in science and Engineering. International Journal of Science Education, 4(1), 54-65.
  • Koyunlu Unlu, Z., Dokme, I., & Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36, http://dx.doi.org/ 10.14689/ejer.2016.63.2
  • Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265.
  • Liu, F. (2008). Impact of online discussion on elementary teacher candidates' anxiety towards teaching mathematics. Education, 128(4), 614-629.
  • Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669-685.
  • MEB. (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi.
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  • Nazier, G.L. (2010). Science and engineering professors: Why did they choose science as a career? School Science and Mathematics, 93(6), 321–327. doi:10.1111/j.1949-8594.1993.tb12253.x
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Year 2018, Volume: 3 Issue: 1, 36 - 53, 27.06.2018

Ferhat Karakaya , Sakine Serap Avgın Mehmet Yılmaz

Abstract

References

  • Amercian College Testing Service (ACT) (2015). The Condition of STEM 2015. http://www.act.org/content/dam/act/unsecured/documents/National-STEM-Report-2015.pdf adresinden (10 Mayıs 2017 tarihinde) alınmıştır.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B.(2010). “Doing” science versus “being” a scientist: Examining 10/11- year-old school children’s constructions of science through the lens of identity. Science Education, 94(4), 617-639. doi: 10.1002/sce.20399
  • Ayar, M. C. ve Saka, Y. (2014). Robotics etkinlikleri: İlgi gelişim aşamaları ve kariyer tercihleri. 11. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Adana, 11-14 Eylül 2014. [Çevrim-içi: https://www.researchgate.net/.../541819af0cf203f155ad971e.pdf Erişim tarihi: 6 Nisan 2017.]
  • Baran, E., Canbazoglu-Bilici, S., & Mesutoglu, C. (2015). Fen, teknoloji, mühendislik ve matematik (FeTeMM) spotu geliştirme etkinliği. Araştırma Temelli Etkinlik Dergisi (ATED), 5(2), 60-69.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of research in science teaching, 43(5), 485-499.
  • Britner, S.L., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7(4), 271-285.
  • Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W., & Black, A. (2016). An Examination of Middle School Students' STEM Self-Efficacy with Relation to Interest and Perceptions of STEM. Journal of STEM Education: Innovations and Research, 17(3), 27-38.
  • Buxton, C. A. (2001). Modeling science teaching on science practice? Painting a more accurate picture through an ethnographic lab study. Journal of Research in Science Teaching, 38(4), 387-407.
  • Catsambis, S. (1994). The path to math: Gender and racial-ethnic differences in mathematics participation from middle school to high school. Sociology of Education, 67, 199-215.
  • Chen, P. & Zimmerman, B. (2007). A cross-national comparison study on the accuracy of self-efficacy beliefs of middle-school mathematics students. The Journal of Experimental Education, 75(3), 221-224.
  • Choi, N., & Chang, M. (2009). Performance of middle school students. comparing U.S and Japanese inquiry-based science practices in middle schools. Middle Grades Research Journal, 6(1), 29-47.
  • Christensen, R. & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science, Environment and Health (JESEH), 3(1), 1-13.
  • Çakıcı, Y. (2009). Fen Eğitiminde Bir Önkoşul: İlimin Doğasını Anlama. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, (29),57-74.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Çorlu, M. A., Adıgüzel, T., Ayar, M. C., Çorlu, M. S. ve Özel, S. (2012, Haziran). Bilim, teknoloji, mühendislik ve matematik (BTMM) eğitimi: Disiplinler arası çalışmalar ve etkileşimler. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Niğde. 2012.
  • Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B: Communication and Public Engagement, 2(1), 63-79.
  • Desy, E. A., Peterson, S. A., & Brockman, V. (2011). Gender differences in science-related attitudes and interests among middle school and high school students. Science Educator, 20(2), 23–30.
  • Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and stimulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics careers (STEM) through summer partnerships. Gifted Education International, 28(1), 96-106.
  • Duncan, G. J., Yeung, W. J., Brooks-Gunn, J., & Smith, J. R. (1998). How much does childhood poverty affect the life chances of children?. American sociological review, 63(3), 406-423.
  • Fouad, N.A., & Smith, L.P. (1996). A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology, 43(3), 338–346.
  • Hammack, R., Ivey, T.A., Utley, J. & High, K.A. (2015). Effect of an engineering camp on students ‟ perceptions of engineering and technology. Journal of Pre-College Engineering Education Research (J-PEER), 5(2), 10-21. http://dx.doi.org/10.7771/2157-9288.1102.
  • Hammouri, H. (2004). Attitudinal and motivational variables related to mathematics achievement in Jordan: Findings from the Third International Mathematics and Science Study (TIMSS). Educational Research, 46(3), 241-257.
  • Karakaya, F., & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188-4198.
  • Karasar, N.(2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel yayın Dağıtım.
  • Kaya, E. (2015). Güneş sistemi ve ötesi: uzay bilmecesi” ünitesi için bilişsel yük kuramı ilkelerine göre geliştirilen teknoloji destekli rehber materyallerin etkililiğinin belirlenmesi. (Yayınlanmamış Doktora Tezi). Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
  • Kjaernsli, M., & Lie, S. (2011). Students’ preference for science careers: International comparisons based on PISA 2006. International Journal of Science Education, 33(1), 121–144.
  • Knezek, G., Christensen, R., & Tyler-Wood, T. (2011). Contrasting perceptions of STEM content and careers. Contemporary Issues in Technology and Teacher Education, 11(1), 92-117.
  • Knezek, G., Christensen, R., Tyler-Wood, T., & Periathiruvadi, S. (2013). Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM. Science Education International, 24(1), 98-123.
  • Kong, X., Dabney, K. P., & Tai, R. H. (2014). The association between science summer camps and career interest in science and Engineering. International Journal of Science Education, 4(1), 54-65.
  • Koyunlu Unlu, Z., Dokme, I., & Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey (STEM-CIS) into Turkish. Eurasian Journal of Educational Research, 63, 21-36, http://dx.doi.org/ 10.14689/ejer.2016.63.2
  • Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265.
  • Liu, F. (2008). Impact of online discussion on elementary teacher candidates' anxiety towards teaching mathematics. Education, 128(4), 614-629.
  • Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669-685.
  • MEB. (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi.
  • McCoy, J. (2006). Improving middle school students’ attitudes towards science. Journal of Teacher Initiated Research, 3(10), 129-134.
  • Nazier, G.L. (2010). Science and engineering professors: Why did they choose science as a career? School Science and Mathematics, 93(6), 321–327. doi:10.1111/j.1949-8594.1993.tb12253.x
  • National Science And Technology Council [NST], (May 2013). The federal science, technology, engineering, and mathematics (STEM) education 5-year strategic plan. Committee on STEM Education National Science and Technology Council. https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdfsayfasından erişilmiştir.
  • NGSS (Next Generations Science Standards) (2013). The next generation science standards-executive summary.[Çevrim-içi: http://www.nextgenscience.org/sites/ngss/files/Final%20Release%20NGSS%20Front%20Matter%20-%206.17.13%20Update_0.pdf. (Erişim tarihi: 15 Mayıs 2016).
  • OECD. (2007). PISA 2006 science competencies for tomorrow’s world. Volume 1: Analysis. Paris: OECD.
  • OECD. (2010). PISA 2009 results: Executive summary. http://www.oecd.org/pisa/pisaproducts/46619703.pdf [Erişim tarihi: 12 Mayıs 2016].
  • Olivarez, N. (2012). The Impact of a STEM program on academic achievement of eighth grade students in a south texas middle school. (Doctoral Thesis). https://www.proquest.com sayfasından erişilmiştir.
  • Pajares, F., Britner, S.L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406-422.
  • Pekbay, C. (2017). Fen teknoloji mühendislik ve matematik etkinliklerinin ortaokul öğrencileri üzerindeki etkileri. Doktora Tezi, Hacettepe Üniversitesi, İlköğretim Fen Bilgisi Eğitimi http://www.openaccess.hacettepe.edu.tr:8080/xmlui/bitstream/handle/11655/3285/canay%20pekbay.pdfsequence=1 (03.04.2017 tarihinde alınmıştır).
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Details

Subjects Studies on Education
Journal Section Online First
Authors

Ferhat Karakaya

Sakine Serap Avgın

Mehmet Yılmaz

Publication Date June 27, 2018
Submission Date January 6, 2018
Published in Issue Year 2018 Volume: 3 Issue: 1

Cite

APA Karakaya, F., Avgın, S. S., & Yılmaz, M. (2018). ORTAOKUL ÖĞRENCİLERİNİN FEN-TEKNOLOJİ-MÜHENDİSLİK-MATEMATİK (STEM) MESLEKLERİNE OLAN İLGİLERİ. Ihlara Eğitim Araştırmaları Dergisi, 3(1), 36-53.
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Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 10- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 10- Iss. 2) of the IHEAD will be available online in December, 2025. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
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