Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2019, Cilt: 3 Sayı: 4, 52 - 63, 27.12.2019

Asli Madenci İsmail Yılmaz

Öz

Kaynakça

  • Aktas S. ve Aydin A. (2016). The effect of the smart board usage in science and technology lessons. Eurasian Journal of Educational Research, 64, 125-138, DOI: 10.14689/ejer.2016.64.7.
  • Arís N. ve Orcos L. (2019). Educational robotics in the stage of secondary education: empirical study on motivation and STEM skills. Education Science, 9(73), 1-15, DOI:10.3390/educsci9020073.
  • Bass K.M., Dahl I. H. ve Panahandeh S. (2016). Designing the game: how a project-based media production program approaches STEAM career readiness forunderre presented young adults. J SciEduc Technol, 25, 109-1024, DOI: 10.1007/s10956-016-9631-7.
  • Batı K. ve Kaptan F. (2015). The effect of modeling based science education on critical thinking, Educational Policy Analysis and Strategic Research, 10(1), 39-58.
  • Braund M. ve Reiss M.J. (2019). The ‘great divide’: how the arts contribute to science and science education. Can. J. Sci. Math. Techn. Educ., 19, 219–236, DOİ: 10.1007/s42330-019-00057-7.
  • Chin C. ve Osborne J. (2010). Students’ Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science. Journal of Research In Science Teaching, 47(7), 883-908, DOI: 10.1002/tea.20385.
  • English L.D. (2017). Advancing elementary and middle school STEM education. Int J of Sciand Math Educ., 15(1), 5-24, DOI: 10.1007/s10763-017-9802-x.
  • Grimberg B.I., Williamson K. ve Key J.S. (2019). Facilitating scientific engagement through a science-art festival. International Journal of Science Education Part B, 9(2), 114-127, DOI: 10.1080/21548455.2019.1571648.
  • Harris A. ve Bruin L.R. (2018). Secondary school creativity, teacher practice and STEAM education: An international study. J. Educ. Change, 19,153–179, DOI: 10.1007/s10833-017-9311-2.
  • Herro D., Quigley C., Andrews J. ve Delacruz G. (2017). Co-Measure: developing an assessment for student collaboration in STEAM activities, International Journal of STEM Education, 4(26), 1-12, DOI: 10.1186/s40594-017-0094-z.
  • Herro D., Quigley C., Lorraine A. ve JacquesL.A. (2018). Examining technology integration in middle school STEAM units. Technology, Pedagogy and Education, 27(4),485-498, DOI: 10.1080/1475939X.2018.1514322.
  • Hong J.C.,Chang C.H., Tsai C.R. ve Tai K.H. (2019). How situational interest affects individual interest in a STEAM competition. International Journal of Science Education, 41(12), 1667-1681, DOI: 10.1080/09500693.2019.1624992.
  • Jho H., Hong O. ve Song J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science&Technology Education, 12(7), 1843-1862, DOI: 10.1007/s10956-016-9631-7.
  • Karppinen S., Kallunki V. ve Komulainen K. (2019). Interdisciplinary craft designing and invention pedagogy in teacher education: student teachers creating smart textiles. Int J Technol Des Educ, 29, 57–74, DOI: 10.1007/s10798-017-9436-x.
  • Kırıkkaya E.B. ve Vurkaya G. (2011). The effect of using alternative assessment activities on students’ success and attitudes in science and technology course. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 997-1004.
  • Magerko B.,Freeman J., Mcklİn T., Reilly M., Livingston E., Mccoid S. ve Crews-brown A. (2016). EarSketch: A STEAM-based approach forunder represented populations in high school computer science education, ACM Transactions on Computing Education, 16(4), 14:1-14:25, DOI: 10.1145/2886418.
  • Ozkan G. ve Topsakal U.U. (2017). Examining students’ opinions about STEAM activities, Journal of Educationand Training Studies, 5( 9), 115-123, DOI: 10.11114/jets.v5i9.2584.
  • Quigley C.F. ve Herro D. (2016). ‘‘Finding the joy in the unknown’’: implementation of STEAM teaching practices in middle school science and math classrooms, J. Sci. Educ. Technol., 25, 410–426, DOI: 10.1007/s10956-016-9602-z.
  • Seitamaa-Hakkarainen P.,Viilo M., ve Hakkarainen K. (2010). Learning by collaborative design: Technology enhanced knowledge practices. International Journal of Technologyand Design Education, 20 (2), 109–136, DOI: 10.1007/s10798-008-9066-4.
  • Shatunova O.,Anisimova T., Sabirova F. ve Kalimullina O. (2019). STEAM as an innovative educational technology. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 10 (2), 131-144.
  • So H.J., Ryoo D., Park H. ve Choi H. (2019). What Constitutes Korean Pre-service Teachers’ Competency in STEAM Education: Examiningthe Multi-functionalStructure, Asia-Pacific Edu. Res., 28(1),47–61, DOI: 10.1007/s40299-018-0410-5.
  • Taljaar J. (2016). A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom. Journal of Learning Design, 9(2), 46-55.
  • Thuneberg H.,Salmi H. ve Fenyvesi K. (2017). Hands-on mathand art exhibition promoting science attitudes and educational plans. Education Research International, 2017, 1-13, DOI: 10.1155/2017/9132791.
  • Thuneberg H.M., Salmi H.S. ve Bogner F.X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module.Thinking Skills and Creativity, 29, 153-160, DOI: 10.1016/j.tsc.2018.07.003.
  • Ward S.J., Price R.M., Davis K. ve Crowther G.J. (2018). Song writing to learn: how high school science fair participants use music to communicate personally relevant scientific concepts, International Journal of Science Education, Part B, 8(4), 307-324, DOI: 10.1080/21548455.2018.1492758.
  • Yıldırım A. ve Şimşek H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara, Seçkin, s: 242.

Sanatsal Becerilerin STEAM Etkinliklerinde Yaratıcı Düşünme, İşbirliği ve Tasarım Becerileri Üzerine Etkileri

Yıl 2019, Cilt: 3 Sayı: 4, 52 - 63, 27.12.2019

Asli Madenci İsmail Yılmaz

Öz

 STEAM etkinlikleriyle öğrencilerin bilgi, yaratıcı düşünce, işbirliği ve
tasarım becerilerinin geliştirilebileceği çok sayıda çalışmayla gösterilmiştir.
Bu
araştırma, STEAM etkinlikleriyle öğrencilerin tutum, beceri ve akademik
başarılarının olumlu yönde etkilenebildiği kabulüyle, öğrencilerin sanatsal becerilerinin STEAM etkinlikleriyle harekete
geçirilerek, yaratıcı düşünme, işbirliği ve tasarım becerilerinin
geliştirilmesi amaçlanmıştır. Bu amaç doğrultusunda öğrencilerin sanatsal becerilerinin harekete
geçirilebileceği sekiz ders saatlik; bağımlı ve bağımsız değişken kavramlarının
öğrenimine yönelik elektrik devre elemanlarıyla elektrik devrelerin kurulabileceği
etkinlikler, devre elemanlarıyla dönerek noktalar bırakabilecek robot tasarlama
etkinliği, video etkinliği ve 3D etkinlikleri hazırlanmıştır.
Bu etkinlikler Türkiye’den 11-12 yaş grubunda (N=30) öğrenciye
uygulanmıştır. Öğrencilerin tutum, beceri ve akademik başarılarının olumlu yönde etkilenebildiği
kabulüyle, sanatsal becerilerinin harekete geçirilebileceği STEAM etkinlikleri
uygulayıp, araştırmanın sonunda yarı yapılandırılmış görüşme formuyla veriler
toplandığında,öğrencilerin
işbirliği ve tasarım becerilerinin, yaratıcı düşünme becerilerine göre gelişimi
daha fazla olumlu yönde etkilendiği tespit edilmiştir. Yaratıcı düşünme
becerilerinin düşük oranda etkilenmesi, yaratıcı düşünmenin alt boyutlarının
STEAM etkinliklerine adapte edilmesiyle iyileştirilebilir.

Anahtar Kelimeler

STEM STEAM işbirliği yaratıcı düşünme tasarım becerisi

Kaynakça

  • Aktas S. ve Aydin A. (2016). The effect of the smart board usage in science and technology lessons. Eurasian Journal of Educational Research, 64, 125-138, DOI: 10.14689/ejer.2016.64.7.
  • Arís N. ve Orcos L. (2019). Educational robotics in the stage of secondary education: empirical study on motivation and STEM skills. Education Science, 9(73), 1-15, DOI:10.3390/educsci9020073.
  • Bass K.M., Dahl I. H. ve Panahandeh S. (2016). Designing the game: how a project-based media production program approaches STEAM career readiness forunderre presented young adults. J SciEduc Technol, 25, 109-1024, DOI: 10.1007/s10956-016-9631-7.
  • Batı K. ve Kaptan F. (2015). The effect of modeling based science education on critical thinking, Educational Policy Analysis and Strategic Research, 10(1), 39-58.
  • Braund M. ve Reiss M.J. (2019). The ‘great divide’: how the arts contribute to science and science education. Can. J. Sci. Math. Techn. Educ., 19, 219–236, DOİ: 10.1007/s42330-019-00057-7.
  • Chin C. ve Osborne J. (2010). Students’ Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science. Journal of Research In Science Teaching, 47(7), 883-908, DOI: 10.1002/tea.20385.
  • English L.D. (2017). Advancing elementary and middle school STEM education. Int J of Sciand Math Educ., 15(1), 5-24, DOI: 10.1007/s10763-017-9802-x.
  • Grimberg B.I., Williamson K. ve Key J.S. (2019). Facilitating scientific engagement through a science-art festival. International Journal of Science Education Part B, 9(2), 114-127, DOI: 10.1080/21548455.2019.1571648.
  • Harris A. ve Bruin L.R. (2018). Secondary school creativity, teacher practice and STEAM education: An international study. J. Educ. Change, 19,153–179, DOI: 10.1007/s10833-017-9311-2.
  • Herro D., Quigley C., Andrews J. ve Delacruz G. (2017). Co-Measure: developing an assessment for student collaboration in STEAM activities, International Journal of STEM Education, 4(26), 1-12, DOI: 10.1186/s40594-017-0094-z.
  • Herro D., Quigley C., Lorraine A. ve JacquesL.A. (2018). Examining technology integration in middle school STEAM units. Technology, Pedagogy and Education, 27(4),485-498, DOI: 10.1080/1475939X.2018.1514322.
  • Hong J.C.,Chang C.H., Tsai C.R. ve Tai K.H. (2019). How situational interest affects individual interest in a STEAM competition. International Journal of Science Education, 41(12), 1667-1681, DOI: 10.1080/09500693.2019.1624992.
  • Jho H., Hong O. ve Song J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science&Technology Education, 12(7), 1843-1862, DOI: 10.1007/s10956-016-9631-7.
  • Karppinen S., Kallunki V. ve Komulainen K. (2019). Interdisciplinary craft designing and invention pedagogy in teacher education: student teachers creating smart textiles. Int J Technol Des Educ, 29, 57–74, DOI: 10.1007/s10798-017-9436-x.
  • Kırıkkaya E.B. ve Vurkaya G. (2011). The effect of using alternative assessment activities on students’ success and attitudes in science and technology course. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 997-1004.
  • Magerko B.,Freeman J., Mcklİn T., Reilly M., Livingston E., Mccoid S. ve Crews-brown A. (2016). EarSketch: A STEAM-based approach forunder represented populations in high school computer science education, ACM Transactions on Computing Education, 16(4), 14:1-14:25, DOI: 10.1145/2886418.
  • Ozkan G. ve Topsakal U.U. (2017). Examining students’ opinions about STEAM activities, Journal of Educationand Training Studies, 5( 9), 115-123, DOI: 10.11114/jets.v5i9.2584.
  • Quigley C.F. ve Herro D. (2016). ‘‘Finding the joy in the unknown’’: implementation of STEAM teaching practices in middle school science and math classrooms, J. Sci. Educ. Technol., 25, 410–426, DOI: 10.1007/s10956-016-9602-z.
  • Seitamaa-Hakkarainen P.,Viilo M., ve Hakkarainen K. (2010). Learning by collaborative design: Technology enhanced knowledge practices. International Journal of Technologyand Design Education, 20 (2), 109–136, DOI: 10.1007/s10798-008-9066-4.
  • Shatunova O.,Anisimova T., Sabirova F. ve Kalimullina O. (2019). STEAM as an innovative educational technology. Sosyal Bilgiler Eğitimi Araştırmaları Dergisi, 10 (2), 131-144.
  • So H.J., Ryoo D., Park H. ve Choi H. (2019). What Constitutes Korean Pre-service Teachers’ Competency in STEAM Education: Examiningthe Multi-functionalStructure, Asia-Pacific Edu. Res., 28(1),47–61, DOI: 10.1007/s40299-018-0410-5.
  • Taljaar J. (2016). A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom. Journal of Learning Design, 9(2), 46-55.
  • Thuneberg H.,Salmi H. ve Fenyvesi K. (2017). Hands-on mathand art exhibition promoting science attitudes and educational plans. Education Research International, 2017, 1-13, DOI: 10.1155/2017/9132791.
  • Thuneberg H.M., Salmi H.S. ve Bogner F.X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module.Thinking Skills and Creativity, 29, 153-160, DOI: 10.1016/j.tsc.2018.07.003.
  • Ward S.J., Price R.M., Davis K. ve Crowther G.J. (2018). Song writing to learn: how high school science fair participants use music to communicate personally relevant scientific concepts, International Journal of Science Education, Part B, 8(4), 307-324, DOI: 10.1080/21548455.2018.1492758.
  • Yıldırım A. ve Şimşek H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara, Seçkin, s: 242.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Asli Madenci 0000-0001-6957-1555

İsmail Yılmaz 0000-0001-9909-0672

Yayımlanma Tarihi 27 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 3 Sayı: 4

Kaynak Göster

APA Madenci, A., & Yılmaz, İ. (2019). Sanatsal Becerilerin STEAM Etkinliklerinde Yaratıcı Düşünme, İşbirliği ve Tasarım Becerileri Üzerine Etkileri. Journal of Multidisciplinary Studies in Education, 3(4), 52-63.