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The effect of STEM education on 21th century skills: Preservice science teachers’ evaluations

Year 2021, Volume: 4 Issue: 2, 140 - 167, 30.07.2021

Abstract

The aim of this study is to examine the opinions of the teachers, who participated in STEM education, about the contribution of this education on the development of their 21st-century skills. Purposeful sampling was used in this qualitative study, which was conducted as a phenomenology study. In this study, 24 pre-service science teachers for 14 weeks trained STEM activities. The data of the research was collected with a questionnaire with open-ended questions and by conducting semi-structured interviews with a preservice science teacher from each group and analyzed contently and descriptively in terms of 21st century learning environments. Preservice science teachers declared that STEM education developed their learning and innovation skills. Finally, it was ascertained that the STEM education provided to the development of the 21st-century skills of preservice science teachers.

Supporting Institution

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Project Number

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Thanks

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References

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  • 13. Bozkurt Altan, E. & Hacıoğlu, Y. (2018). Investigation of problem statement developed by science teachers to perform STEM focused activities in their courses. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(2), 487-507. ISSN: 1307-6086.
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STEM Eğitiminin 21. yy. becerilerine etkisi: Fen Bilgisi Öğretmenliği Adayı Değerlendirmeleri

Year 2021, Volume: 4 Issue: 2, 140 - 167, 30.07.2021

Abstract

The aim of this study is to examine the opinions of the teachers, who participated in STEM education, about the contribution of this education on the development of their 21st-century skills. Purposeful sampling was used in this qualitative study, which was conducted as a phenomenology study. In this study, 24 pre-service science teachers for 14 weeks trained STEM activities. The data of the research was collected with a questionnaire with open-ended questions and by conducting semi-structured interviews with a preservice science teacher from each group and analyzed contently and descriptively in terms of 21st century learning environments. Preservice science teachers declared that STEM education developed their learning and innovation skills. Finally, it was ascertained that the STEM education provided to the development of the 21st-century skills of preservice science teachers.

Project Number

-

References

  • 1. Abdullah, N., Halim, L., & Zakaria, E., (2014). VStops: A Thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 165-174.
  • 2. Accelerating Strategies for Practical Innovation and Research in Economic Strengthening [ASPIRES] (2013). Young people’s science and career aspirations, age 10 –14. London: Department of Education & Professional Studies of King’s College London. Retrieved from https://www.kcl.ac.uk/ecs/research/aspires/aspires-final-report-december-2013.pdf
  • 3. Alberta Education (2007). Primary programs framework-curriculum integration: Making connections. Retrieved from https://education.alberta.ca/media/656618/curr.pdf
  • 4. American Association fort he Advancement of Science [AAAS] (1990). Project 2061- science for all Americans. Retrieved from http://www.project2061.org/publications/sfaa/default.htm?nav
  • 5. Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers (No. 41). doi:10.1787/218525261154.
  • 6. Anderson, R. (2008). Implications of the information and knowledge society for education. In J. Voogt, & G. Knezek, (Eds.), International handbook of information technology in primary and secondary education (pp.5-22). NewYork: Springer.
  • 7. Assesment and Teaching of 21 Century Skills [ATCS] Project (2010). Assessment & Teaching of 21st Century Skills Status Report as of January 2010. Retrieved from https://www.cisco.com/c/dam/en_us/about/citizenship/socio-economic/docs/ATC21S_Exec_Summary.pdf
  • 8. Author (2017). Author Author Author Author Author Author Author Author Author Author
  • 9. Baran, E., Bilici, S.C., Mesutoglu, C. & Ocak, C. (2016). Moving STEM beyond schools: students’ perceptions about an out-ofschool stem education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
  • 10. Beane, J. (1991). The middle school: The natural home of integrated curriculum. Educational Leadership, 49(2), 9-13.
  • 11. Bender W. N. (2015). 20 strategies for STEM instructions. Blairsville, PA: Learning Sciences International.
  • 12. Bishop, A. E. (2015). Career aspirations of high school males and females in a science, technology, engineering, and mathematics program (Doctoral dissertation). University of Maryland.
  • 13. Bozkurt Altan, E. & Hacıoğlu, Y. (2018). Investigation of problem statement developed by science teachers to perform STEM focused activities in their courses. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(2), 487-507. ISSN: 1307-6086.
  • 14. Bozkurt, E. (2014). The effect of engineering design-based science education on science process and decision-making skills of preservice science techars (Unpublished doktoral dissertation). Gazi University Educational Science Institution, Ankara.
  • 15. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369-387. 16. Burns, T. & Sinfield, S. (2004). Teaching, learning and study skills: A guide for tutors. London: Sage.
  • 17. Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science. Wasington, DC: American Association for the Advancement of Science (AAAS).
  • 18. Chien, C. Y., & Hui, A. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49-60.
  • 19. Çorlu, M. S., Capraro,R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74-85.
  • 20. Çorlu, M. S. (2017). STEM: Integarted Teacher Framwork. In M. S. Çorlu, E. Çallı(Eds), STEM teory and practices (1-10). Ankara: Pusula.
  • 21. Cotabish, A., Dailey, D. Robinson, A., & Hunghes, G., (2013). The Effects of a STEM intervention on elementary students' science knowledge and skills. School Science and Mathematics, 113(5), 215-226.
  • 22. Crane, T., Wilson, J., Maurizio, A., Bealkowski, S., Bruett, K. & Couch, J. (2003). Learning for 21th century: A report and mile for 21th century skills. Retrieved from https://files.eric.ed.gov/fulltext/ED480035.pdf
  • 23. Crismond, D. P. (2011). Scaffolding strategies for integrating engineering design and scientific inquiry. In M. Barak & M. Hacker (Eds.), Fostering Human Development Through Engineering and Technology Education (pp. 235-255). Rotterdam: Sense.
  • 24. Deveci, İ. & Çepni, S. (2014). Entrepreneurship in Science Teacher Education. Journal of Turkish Science Education, 11(2),161-188.
  • 25. Ekici, G., Abide, F., Canbolat, Y. & Öztürk, A. (2017). Analysis of resources on 21st century skills. Journal of Research in Education and Teaching, 6(1), 124-134.
  • 26. Evancho, R. S. (2000). Critical thinking skills and dispositions of the undergraduate baccalaureate nursing student (Unpublished master's thesis). Southem Connecticut State University, Connecticut
  • 27. Felix, A. (2016). Design based science and higher order thinking (Doctoral dissertation). Virginia Polytechnic Institute and State University, Virginia.
  • 28. Fisch, K., & McLeod, S. (2009). Did You Know? 3.0. Retrieved from www.youtube.com/watch?v=PHmwZ96_Gos.
  • 29. Forman, E.H. & Selly, M. A. (2001). Decision by objectives- how to convince others that you are right. Retrieved from http://professorforman.com/DecisionByObjectives/DBO.pdf
  • 30. Fortus, D. (2003). Design-based science and the transfer of science knowledge and real-world problem-solving skills (Doctoral dissertation). University of Michigan, Ann Arbor. 31. Fortus, D., Dershimer, R.C., Krajcik, J., Marx, R.W, & Mamlok-Naaman, R. (2004). Design- based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110.
  • 32. Fortus, D., Krajcik, J.S., Dershimer, R.C., Marx R., & Mamlok-Naaman R. (2005) Design-based science and real world problem-solving. International Journal of Science Education, 27(7), 855–879.
  • 33. Gallant, D. (2011). Science, technology, engineering, and mathematics (STEM) education. Science, Technology, Engineering, And Mathematics (STEM) Education. Retrieved from https://www.mheonline.com/mhmymath/pdf/stem_education.pdf
  • 34. Gibbons, S. J., Hirsch, L. S. Kimmel, H. Rockland, R. & Bloom, J. (2004). Middle school students' attitudes to and knowledge about engineering. International Conference on Engineering Education, Gainesville, Florida.
  • 35. Gordon, J., Halsz, G., Krawczyk, M., Leney, T., Micahel, A., Pepper, D., Putkiewicz,E. & Wiśniewski, J. (2009). Key competences in Europe. Opening doors for lifelong learners across the school curriculum and teacher education. Warsaw: Center for Social and Economic Research on behalf of CASE Network. Retrieved from http://ec.europa.eu/education/more-information/moreinformation139_en.htm
  • 36. Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271–279.
  • 37. Hagay, G., & Baram–Tsabari, A. (2015). A strategy for incorporating students’ interests into the high school science classroom. Journal of Research in Science Teaching, 52(7),949-978. doi:10.1002/tea.21228.
  • 38. Harrel, P. (2010). Teaching an integrated science curriculum: Linking teacher knowledge and teaching assignments. Teacher Education, 19 (1), 145-165.
  • 39. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
  • 40. Heaverlo, C. (2011). STEM development: A study of 6th-12th grade girls' interest and confidence in mathematics and science (Doctoral dissertation). Iowa State University, Lowa.
  • 41. Hirsch, L., Capinelli, J., Kimmel, H. Rockland, R., & Bloom, J. (2007). The differential effect of pre-engineering curricula on middle school students’ attitudes to and knowledge of engineering careers. ASEE/IEEE Frontiers in Education Conference, Milw.
  • 42. Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn complex systems. The Journal of the learning Sciences, 9(3), 247-298.
  • 43. Huitt, W. (1999). The SCANS report revisited. Paper delivered at the Fifth Annual Gulf South Business and Vocational Education Conference, Valdosta State University, Valdosta, GA. Retrieved from http://www.edpsycinteractive.org/papersscanspap.html
  • 44. Kim, D.H., Ko, D.G., Han, M.J., & Hong, S.H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54.
  • 45. Kim, G.S., & Choi, S.Y., (2012). The effect of Creative problem solving ability and scientific attitude through the science based STEAM program in the elementary gifted students. Elementary Science Education, 31(2), 216-226.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Yasemin Hacıoğlu 0000-0002-1184-4204

Project Number -
Publication Date July 30, 2021
Submission Date April 8, 2021
Acceptance Date May 24, 2021
Published in Issue Year 2021 Volume: 4 Issue: 2

Cite

APA Hacıoğlu, Y. (2021). The effect of STEM education on 21th century skills: Preservice science teachers’ evaluations. Journal of STEAM Education, 4(2), 140-167.

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