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Year 2020, Volume: 5 Issue: 2, 327 - 361, 30.12.2020

Veysel Coşkun , Abdulkadir Özkaya

https://doi.org/10.47479/ihead.823328
Cited By: 4

Abstract

Countries act according to various criteria in preparing their generation for the new century. In this new age, which is characterized as the information age, it is inevitable that there will be a change in the duties and responsibilities of teachers in the education of students with the desired qualifications. The change in these duties and responsibilities has made it mandatory to reconsider teacher training practices. Our prospective teacher' knowledge of STEM education, their personal participation in research that is based on problem solving and project-based learning will contribute to their future professional lives. The approaches used in teacher training are mainly hands-on activities and engineering design processes. In engineering design processes, it is aimed that students build and test real devices and solve real life problems using project and problem solving methods. Students integrate their knowledge of science, technology and mathematics while using this process. In this study, an example of integrated STEM teaching with an engineering focus and a course guide will be included for prospective teacher studying in different departments of educational faculties. The course also covers the teaching of programmable electronic circuit boards and robotic applications and collaborative project development processes. Course syllabus was applied with the participation of Science and information technology presevice teacher studying at a Faculty of Education. Here, studies related to the course syllabus, application process, course plans and engineering-oriented design project development report will be included.

Keywords

Teacher training STEM interdisciplinary Syllabus

References

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ÖĞRETMEN EĞİTİMİNDE MÜHENDİSLİK ODAKLI DİSİPLİNLERARASI İŞBİRLİĞİNE DAYALI STEM UYGULAMASI VE DERS İZLENCESİ

Year 2020, Volume: 5 Issue: 2, 327 - 361, 30.12.2020

Veysel Coşkun , Abdulkadir Özkaya

https://doi.org/10.47479/ihead.823328
Cited By: 4

Abstract

Ülkeler, nesillerini yeni yüzyıla hazırlamada çeşitli kriterlere göre hareket etmektedir. Bilgi çağı olarak nitelendirilen bu yeniçağda, istenilen niteliklere sahip öğrencilerin yetiştirilmesinde öğretmenlerin görev ve sorumluluklarında değişimin olması kaçınılmazdır. Bu görev ve sorumluluklardaki değişim, öğretmen eğitimi uygulamalarının yeniden gözden geçirilmesini zorunlu hale getirmiştir. Öğretmen adaylarımızın STEM eğitimi konusunda bilgilenmeleri, temeli problem çözme ve proje tabanlı öğrenme olan çalışmalara bizzat katılmaları ilerideki mesleki hayatlarına katkıda bulunacaktır. Alanyazın incelendiğinde öğretmen eğitiminde kullanılan yaklaşımlar temel olarak hands-on aktiviteleri ve mühendislik tasarım süreçleri olarak karşımıza çıkmaktadır. Mühendislik tasarım süreçlerinde öğrencilerin gerçek cihazların inşası ve test edilmesi ile gerçek hayat sorunlarına proje ve problem çözme yöntemlerini kullanarak çözüm getirmesi amaçlanır. Öğrenciler, bu süreci kullanırken fen, teknoloji ve matematik ile ilgili bilgilerini bütünleştirir. Bu çalışmada eğitim fakültelerinde farklı bölümlerinde öğrenim gören öğretmen adaylarına yönelik bir mühendislik odaklı bütünleşik STEM öğretimi örneğine ve ders izlencesine yer verilecektir. Ders izlencesi aynı zamanda programlanabilir elektronik devre kartları ile robotik uygulamaların öğretimini ve işbirlikli proje geliştirme süreçlerini kapsamaktadır. Ders izlencesi, bir eğitim fakültesinde öğrenim gören fen bilgisi ve bilişim teknolojileri öğretmen adaylarının katılımları ile uygulanmıştır. Burada ders izlencesine, uygulama sürecine, ders planlarına ve mühendislik odaklı tasarım projesi gelişim raporuna ilişkin çalışmalara yer verilecektir.

Keywords

Öğretmen eğitimi STEM Disiplinlerarası İzlence

References

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  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T. ve Özdemir, S. (2015). STEM eğitimi Türkiye raporu. İstanbul: Scala Basım.
  • Aygen, M. B. (2018). Fen bilgisi öğretmen adaylarının bütünleşik öğretmenlik bilgilerinin desteklenmesine yönelik stem uygulamaları/Stem applications for supporting integrated teacher knowledge of science teacher candidates. (Yayımlanmamış yüksek lisans tezi). Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Bakırcı, H. ve Karışan, D. (2017). Investigating the Preservice Primary School, Mathematics and Science Teachers’ STEM Awareness. Journal of Education and Training Studies, 6(1), 32-42. doi:10.11114/jets.v6i1.2807
  • Barry, D. M. (1996). Fun with Hands-on Science Activities for Elementary Teachers. https://eric.ed.gov/?id=ED400197 adresinden erişildi.
  • Brewer, G. D. (1999). The Challenges of Interdisciplinarity. Policy Sciences, 32(4), 327-337.
  • Brophy, S., Klein, S., Portsmore, M. ve Rogers, C. (2008). Advancing Engineering Education in P-12 Classrooms. Journal of Engineering Education, 97(3), 369-387. doi:10.1002/j.2168-9830.2008.tb00985.x
  • Bybee, R. W. (2010). What Is STEM Education? Science, 329(5995), 996-996. doi:10.1126/science.1194998.
  • Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. NSTA Press.
  • Cavas, B., Kesercioglu, T., Holbrook, J., Rannikmae, M., Ozdogru, E. ve Gokler, F. (2012). The Effects of Robotics Club on the Students’ Performance on Science Process & Scientific Creativity Skills and Perceptions on Robots, Human and Society, 11.
  • Chambers, J. M., Carbonaro, M. ve Murray, H. (2008). Developing conceptual understanding of mechanical advantage through the use of Lego robotic technology. Australasian Journal of Educational Technology, 24(4). doi:10.14742/ajet.1199
  • Choi, B. C. ve Pak, A. W. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and investigative medicine, 29(6), 351.
  • Connors-Kellgren, A., Parker, C. E., Blustein, D. L. ve Barnett, M. (2016). Innovations and challenges in project-based STEM education: Lessons from ITEST. Journal of Science Education and Technology, 25(6), 825–832.
  • Corlu, M. S., Capraro, R. M. ve Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Eğitim ve Bilim, 39(171), 74-85.
  • Coşkun, V. ve Özkaya, A. (2019). Disiplinlerarası işbirliğine dayalı FeTeMM uygulaması: Akıllı Termos ve Akıllı Bitki Sulama Sistemleri. 1. Uluslararası STEM Öğretmenler Konferansı, sunulmuş bildiri, İstanbul. http://www.pusula.com/ftp/kod-dosyalari/STEM_Konferans%C4%B1_TR.pdf.zip adresinden erişildi. Çolakoğlu, M. H. ve Gökben, A. G. (2017). Türkiye’de eğitim fakültelerinde fetemm (stem) çalışmaları. İnformal Ortamlarda Araştırmalar Dergisi, 2(2), 46–69.
  • Demirel, Ö. (2007). Eğitimde program geliştirme (10. bs.). Pegem A Yayıncılık.
  • Drake, S. M. ve Burns, R. C. (2004). Meeting Standards Through Integrated Curriculum. ASCD.
  • Dugger, W. (2010). Evolution of STEM in the United States (Paper) Presented at the. Dec 8 11, 2010 in Australia. Education içinde (C. 3, ss. 4–10). 6th Biennial International Conference, sunulmuş bildiri, Dec 8 11, 2010 in Australia. Education.
  • Eguchi, A. (2016). RoboCupJunior for promoting STEM education, 21st century skills, and technological advancement through robotics competition. Robotics and Autonomous Systems, 75, 692-699. doi:10.1016/j.robot.2015.05.013
  • El-Deghaidy, H. ve Mansour, N. (2015). Science teachers’ perceptions of STEM education: Possibilities and challenges. International Journal of Learning and Teaching, 1(1), 51–54.
  • Epstein, D. ve Miller, R. T. (2011). Slow off the Mark: Elementary School Teachers and the Crisis in Science, Technology, Engineering, and Math Education. Center for American Progress. Center for American Progress. https://eric.ed.gov/?id=ED536070 adresinden erişildi.
  • Erdogan, I. ve Ciftci, A. (2017). Investigating the Views of Pre-Service Science Teachers on STEM Education Practices. International Journal of Environmental and Science Education, 12(5), 1055-1065.
  • Evans, E. M. (2015). Preparing elementary pre-service teachers to integrate STEM: A mixed-methods study. (Doctorate). https://commons.lib.niu.edu/handle/10843/18726 adresinden erişildi.
  • Felix, A. (2016). Design based science and higher order thinking. (PhD Thesis). https://vtechworks.lib.vt.edu/bitstream/handle/10919/71746/Felix_A_T_2016.pdf?sequence=1&isAllowed=y adresinden erişildi.
  • Felix, A. L., Bandstra, J. Z. ve Strosnider, W. H. (2010). Design-Based science for STEM student recruitment and teacher professional development. Mid-Atlantic ASEE Conference, Villanova University.
  • Gomez, A. ve Albrecht, B. (2013). True STEM education. Technology and Engineering Teacher, 73(4), 8.
  • Groth, M. B. (2013). Hands On Math: The Construction of a Website to Support the Use of Hands On Activities and Field Trips. The College at Brockport: State University of New York, New York.
  • Guvenen, O. (2016). Transdisciplinary Science Methodology as a Necessary Condition in Research and Education. Transdisciplinary Journal of Engineering & Science, 7.
  • Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. ve Carberry, A. (2011). Infusing Engineering Design into High School STEM Courses. NCETE, 1-7.
  • Jodl, H.-J. ve Eckert, B. (1998). Low-cost, high-tech experiments for educational physics. Physics Education, 33(4), 226–235. doi:10.1088/0031-9120/33/4/011
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Veysel Coşkun 0000-0002-7189-2363

Abdulkadir Özkaya 0000-0002-6962-4597

Publication Date December 30, 2020
Submission Date November 8, 2020
Published in Issue Year 2020 Volume: 5 Issue: 2

Cite

APA Coşkun, V., & Özkaya, A. (2020). ÖĞRETMEN EĞİTİMİNDE MÜHENDİSLİK ODAKLI DİSİPLİNLERARASI İŞBİRLİĞİNE DAYALI STEM UYGULAMASI VE DERS İZLENCESİ. Ihlara Eğitim Araştırmaları Dergisi, 5(2), 327-361. https://doi.org/10.47479/ihead.823328

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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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