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Investigation of secondary school students’ self-efficacy for STEM activities

Yıl 2023, Cilt: 8 Sayı: 2, 31 - 46, 30.12.2023

Uğur Bahçepınar Ferhat Karakaya

Öz

The STEM education approach aims to raise qualified individuals who can create global competitiveness. The high self-efficacy of the students in STEM disciplines will ensure that the goals are achieved smoothly. This research was aimed to develop a valid and reliable scale that can measure secondary school students' self-efficacy towards STEM activities. In addition, it was aimed to examine secondary school students' self-efficacy towards STEM activities in terms of different variables. The research, in which the survey design was used, was conducted with 786 (N1=445; N2=341) secondary school students. “STEM Activities Self-Efficacy Scale (STEM-ASES)” was developed, in which the χ2/df value and the model-structure fit perfectly and it fits well according to the CFI and TLI values with a reliability coefficient of (0.939). In addition, as a result of the research, it was stated that the secondary school students’ STEM activities self-efficacy scores did not show a statistically significant difference according to the variables of gender, school type, class level and frequency of technological use. However, it was stated that the students' self-efficacy in STEM activities differed statistically according to their achievement scores.

Anahtar Kelimeler

STEM STEM self-efficacy secondary school students

Etik Beyan

Participants of this study were selected on a voluntary basis. In addition, they were informed both verbally and in written form that their data would only be used for scientific purposes. Anonymity was ensured by giving pseudonyms to the participants. In addition, the ethics committee approval was obtained before starting the study, and as a result of the audit, approval was obtained for the study with the report from Yozgat Bozok University Social and Human Sciences Ethics Committee's dated 19.10.2022 and numbered 37/26.

Kaynakça

  • Akkoyunlu, B. & Kurbanoğlu, S. (2003). A study on teacher candidates’ perceived information lıteracy self-efficacy and perceived computer self-efficacy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24(24), 98-105. https://dergipark.org.tr/tr/pub/hunefd/issue/7812/102529
  • Aşılıoğlu, B. & Yaman, F. (2020). Investigation of pre-service teachers STEM awareness levels. EKEV Akademi Dergisi, 0(84), 87-100. https://dergipark.org.tr/en/pub/sosekev/issue/71841/1152863
  • Aydın, G., Saka, M., & Guzey, S. (2017). Science, technology, engineering, mathematic (stem) attitude levels in grades 4th- 8th. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2) 787-802. http://dx.doi.org/10.17860/mersinefd.29031
  • Bahçepınar, U. (2023). Investigation of secondary school students' self-efficacy for STEM activities. (Master thesis). Retrieved from https://tez.yok.gov.tr.
  • Balçın, M. D., Çavuş, R., & Topaloǧlu, M. Y. (2018). Investigation of secondary school students’ attitudes towards stem and their interest towards professions in STEM fields. Asian Journal of Instruction, 6(2), 40-62. Retrieved from https://dergipark.org.tr/tr/pub/aji/issue/41386/425415
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191- 215.
  • Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bıkmaz, H. F. (2004). The validity and reliability study of the elementary school teachers’ science teaching self-efficacy beliefs scale. National Education Journal, 31(161), 172-180.
  • Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C., & Black, A. (2016). An examination of middle school students' STEM self-efficacy, interests and perceptions. Journal of STEM Education: Innovations and Research, 17(3), 27-38. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2137/1784
  • Bulut, T. (2020). Examination of STEM attitudes of secondary school students in terms of different variables. Asian Journal of Instruction, 8(2), 17-32. https://doi.org/10.47215/aji.713778
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı[Handbook of data analysis for the social sciences (12th ed.)]. Ankara: Pegem Akademi Publishing.
  • Çakıcı, Y. (2013). A prerequisite in science education: understanding nature of science. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29(29), 57-74.
  • Çevik, M., Danıştay, A., & Yağcı, A. (2017). Evaluation of STEM (science – technology – engineering – mathematics) awareness of secondary school teachers with various variables. Sakarya University Journal of Education, 7(3), 584- 599. https://doi.org/10.19126/suje.335008
  • Dadacan, G. (2021). The research of the pre-service teachers' self sufficiency awareness and orientation in STEM education (Master's thesis), Hacettepe University.
  • Demirtas, Z., & Eksioglu, S. (2020). Prospective teachers' STEM awareness and information communication technologies usage levels. Malaysian Online Journal of Educational Technology, 8(4), 67-85.
  • Duman, B. (2017). The effects of the self efficacy beliefs of high school students about English on their English performance due to gender, range and grade. (Master's thesis), Yıldız Teknik University.
  • Ekici, G. (2009). Adaptatıon of the biology self-effıcacy scale to Turkish. Kastamonu Eğitim Dergisi, 17(1), 111-124.
  • Eroğlu, S., & Bektaş, O. (2016). Ideas of science teachers took STEM education about STEM based activities. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), 43-67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m
  • Evasns, E. M. (2015). Preparing elementary pre-service teachers to integrate STEM: A mixedmethods study. (Unpublished doctoral dissertation), Northern Illinois University, Illinois.
  • Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Washington, DC: Congressional Research Service, Library of Congress.
  • Gök, N. (2022). Middle school students' attitudes towards STEM and their views on the nature of engineering. (Master's thesis), Alanya Alaaddin Keykubat University.
  • Hacıömeroğlu, G. (2020). Turkish adaptation study of the ınstrument of self-efficacy and concerns about STEM education for pre-service teachers. Eğitimde Kuram ve Uygulama, 16(2), 165-177. http://dx.doi.org/10.17244/eku.788985
  • Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367.
  • Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research, 1(2), 31-39.
  • 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. https://doi.org/10.14687/jhs.v13i3.4104
  • Karakaya (2021). Investigating science high school students' STEM integration processes. (Doctoral thesis). Retrieved from https://tez.yok.gov.tr.
  • Karakaya, F., & Yılmaz, M. (2022). Developing the STEM activities self-efficacy perception scale: validity and reliability study. Türk Eğitim Bilimleri Dergisi, 20(2), 610-629. https://doi.org/10.37217/tebd.1095954
  • Karakaya, F., Ünal, A., Çimen, O., & Yılmaz, M. (2018). STEM awareness levels of science teachers. Eğitim ve Toplum Araştırmaları Dergisi, 5(1), 124-138.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Pub.
  • Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academy Press.
  • Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • Koonce, D. A., Zhou, J., Anderson, C.D., Hening, D.A., & Conley, V.M. (2011). What is STEM? Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2—18582.
  • Korkmaz, Ö. (2011). Öğretmen adaylarının öğretim materyallerinden yararlanmaya dönük özyeterlilik algıları [Self-efficacy perceptions of teacher candidates towards benefiting from teaching materials]. Eğitim Teknolojileri Araştırmaları Dergisi, 2(4), 319-333.
  • Leech, N.L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation (2nd ed.). NJ: Lawrence Erlbaum Associates, Inc.
  • Luo, T., So, W. W. M., Li, W. C., & Yao, J. (2021). The development and validation of a survey for evaluating primary students’ self-efficacy in STEM activities. Journal of Science Education and Technology, 30, 408-419.
  • Ministry of National Education [MoNE] (2018). 2023 Education Vision. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf
  • Özdemir, A. U., & Cappellaro, E. (2020). Elementary school teachers’ STEM awareness and their opinions towards stem education practices. Fen Bilimleri Öğretimi Dergisi, 8(1), 46-75. https://dergipark.org.tr/en/pub/fbod/issue/71986/1157994
  • Özdemir, A., Yaman, C. & Vural, R. A. (2018). Development of the teacher self-efficacy scale for STEM practices: A validity and reliability study. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 93-104. https://doi.org/10.30803/adusobed.427718
  • Öztürk, F. Ö. (2019). Views on STEM applications and their impact on scientific attitude and self-efficacy belief in science teaching. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 52, 01-38. https://doi.org/10.21764/maeuefd.409368
  • Özyurt, M., Kayiran, B. K., & Başaran, M. (2018). Analysis of primary school students’ attitudes towards STEM in terms of various variables. Turkish Studies, 13(4), 65-82. http://dx.doi.org/10.7827/TurkishStudies.12700
  • Sanders, M.E. (2009). STEM, STEMeducation, STEMmania. The Technology Teacher, 1, 20–26. http://hdl.handle.net/10919/51616
  • Savran Gencer, A., Doğan, H., Bilen, K., & Can, B. (2019). Integrated STEM education models. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 38-55. https://dergipark.org.tr/tr/pub/pauefd/issue/41649/433453
  • Selçuk, E. (2019). Development of a likert type attitude scale of teachers toward school principals: reliability and validity study. Ihlara Eğitim Araştırmaları Dergisi, 4(1), 112-132.
  • Senemoğlu, N. (2007). Gelişim Öğrenme ve Öğretim: Kuramdan Uygulamaya. Ankara: Gönül Yayıncılık.
  • Sheu, H.B., Lent, R.W., Brown, S.D., Miller, M.J., Hennessy, K.D., & Duggy, R.D. (2010). Testing the choice model of social cognitive career theory across Holland themes: a meta-analytic path analysis. Journal of Vocational Behavior, 76, 252 –264.
  • Sungur Gül, K., Saylan Kırmızıgül, A., & Ateş, H. (2022). Review of STEM Education in Primary and Secondary Education in Turkey. Batı Anadolu Eğitim Bilimleri Dergisi, 13(1), 544-568. https://doi.org/10.51460/baebd.931501
  • Şahin, E. (2019). Determination of professional competence of teachers on the STEM education. (Master's thesis), Gazi University.
  • Tabachnick, B.G., & Fidell, L. S. (2013). Using multivariate statistics. USA: Pearson Education Limited.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve spss ile veri analizi [Measurement of attitudes and data analysis with SPSS]. Ankara: Nobel
  • Tekerek, B., & Karakaya, F. (2018). STEM education awareness of pre-service science teachers. International Online Journal of Education and Teaching (IOJET), 5(2), 348-359. http://iojet.org/index.php/IOJET/article/view/310/239
  • Timur, B., & Belek, F. (2020). Investigation of the effects of STEM activities on pre-service teachers' self-efficacy beliefs and their STEM intention levels. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 50, 315-332. https://doi.org/10.9779/pauefd.465824
  • Uğraş, M. (2019). An investigation of the relationship between middle school students’ STEM attitudes and science self-efficacy beliefs with STEM career interest. Akademik Sosyal Araştırmalar Dergisi, 7(89), 279-292. http://dx.doi.org/10.16992/ASOS.14905
  • Uluyol, Ç. & Eryılmaz, S. (2015). Evaluation of FATIH project in the consideration of 21st century skills. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 209-229. https://dergipark.org.tr/tr/pub/gefad/issue/6772/91207
  • Unfried, A., Faber, M., & Wiebe, E. (2014). Gender and student attitudes toward science, technology, engineering, and mathematics. The Friday Institute for Educational Innovation at North Carolina State University, 51, 1-26.
  • Wang, H. (2012). A new era of science education: Science teachers' perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration (Unpublished doctoral dissertation), Minnesota University.
  • Yıldırım, B. (2013, Kasım). STEM eğitimi ve Türkiye. IV. Ulusal İlköğretim Bölümleri Öğrenci Kongresi’nde sunulmuş bildiri, Nevşehir Hacı Bektaşi Veli Üniversitesi, Nevşehir.
  • Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezeri, 2(2), 28-40. https://dergipark.org.tr/tr/pub/ecjse/issue/4899/67132.
  • Yılmaz, H., Koyunkaya, M. Y., Güler, F., & Güzey, S. (2017). Turkish adaptation of the attitudes toward science, technology, engineering, and mathematics (STEM) education scale. Kastamonu Eğitim Dergisi, 25(5), 1787-1800. https://dergipark.org.tr/tr/pub/kefdergi/issue/31226/342740

Yıl 2023, Cilt: 8 Sayı: 2, 31 - 46, 30.12.2023

Uğur Bahçepınar Ferhat Karakaya

Öz

Kaynakça

  • Akkoyunlu, B. & Kurbanoğlu, S. (2003). A study on teacher candidates’ perceived information lıteracy self-efficacy and perceived computer self-efficacy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24(24), 98-105. https://dergipark.org.tr/tr/pub/hunefd/issue/7812/102529
  • Aşılıoğlu, B. & Yaman, F. (2020). Investigation of pre-service teachers STEM awareness levels. EKEV Akademi Dergisi, 0(84), 87-100. https://dergipark.org.tr/en/pub/sosekev/issue/71841/1152863
  • Aydın, G., Saka, M., & Guzey, S. (2017). Science, technology, engineering, mathematic (stem) attitude levels in grades 4th- 8th. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2) 787-802. http://dx.doi.org/10.17860/mersinefd.29031
  • Bahçepınar, U. (2023). Investigation of secondary school students' self-efficacy for STEM activities. (Master thesis). Retrieved from https://tez.yok.gov.tr.
  • Balçın, M. D., Çavuş, R., & Topaloǧlu, M. Y. (2018). Investigation of secondary school students’ attitudes towards stem and their interest towards professions in STEM fields. Asian Journal of Instruction, 6(2), 40-62. Retrieved from https://dergipark.org.tr/tr/pub/aji/issue/41386/425415
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191- 215.
  • Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bıkmaz, H. F. (2004). The validity and reliability study of the elementary school teachers’ science teaching self-efficacy beliefs scale. National Education Journal, 31(161), 172-180.
  • Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C., & Black, A. (2016). An examination of middle school students' STEM self-efficacy, interests and perceptions. Journal of STEM Education: Innovations and Research, 17(3), 27-38. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2137/1784
  • Bulut, T. (2020). Examination of STEM attitudes of secondary school students in terms of different variables. Asian Journal of Instruction, 8(2), 17-32. https://doi.org/10.47215/aji.713778
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı[Handbook of data analysis for the social sciences (12th ed.)]. Ankara: Pegem Akademi Publishing.
  • Çakıcı, Y. (2013). A prerequisite in science education: understanding nature of science. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29(29), 57-74.
  • Çevik, M., Danıştay, A., & Yağcı, A. (2017). Evaluation of STEM (science – technology – engineering – mathematics) awareness of secondary school teachers with various variables. Sakarya University Journal of Education, 7(3), 584- 599. https://doi.org/10.19126/suje.335008
  • Dadacan, G. (2021). The research of the pre-service teachers' self sufficiency awareness and orientation in STEM education (Master's thesis), Hacettepe University.
  • Demirtas, Z., & Eksioglu, S. (2020). Prospective teachers' STEM awareness and information communication technologies usage levels. Malaysian Online Journal of Educational Technology, 8(4), 67-85.
  • Duman, B. (2017). The effects of the self efficacy beliefs of high school students about English on their English performance due to gender, range and grade. (Master's thesis), Yıldız Teknik University.
  • Ekici, G. (2009). Adaptatıon of the biology self-effıcacy scale to Turkish. Kastamonu Eğitim Dergisi, 17(1), 111-124.
  • Eroğlu, S., & Bektaş, O. (2016). Ideas of science teachers took STEM education about STEM based activities. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), 43-67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m
  • Evasns, E. M. (2015). Preparing elementary pre-service teachers to integrate STEM: A mixedmethods study. (Unpublished doctoral dissertation), Northern Illinois University, Illinois.
  • Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Washington, DC: Congressional Research Service, Library of Congress.
  • Gök, N. (2022). Middle school students' attitudes towards STEM and their views on the nature of engineering. (Master's thesis), Alanya Alaaddin Keykubat University.
  • Hacıömeroğlu, G. (2020). Turkish adaptation study of the ınstrument of self-efficacy and concerns about STEM education for pre-service teachers. Eğitimde Kuram ve Uygulama, 16(2), 165-177. http://dx.doi.org/10.17244/eku.788985
  • Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367.
  • Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research, 1(2), 31-39.
  • 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. https://doi.org/10.14687/jhs.v13i3.4104
  • Karakaya (2021). Investigating science high school students' STEM integration processes. (Doctoral thesis). Retrieved from https://tez.yok.gov.tr.
  • Karakaya, F., & Yılmaz, M. (2022). Developing the STEM activities self-efficacy perception scale: validity and reliability study. Türk Eğitim Bilimleri Dergisi, 20(2), 610-629. https://doi.org/10.37217/tebd.1095954
  • Karakaya, F., Ünal, A., Çimen, O., & Yılmaz, M. (2018). STEM awareness levels of science teachers. Eğitim ve Toplum Araştırmaları Dergisi, 5(1), 124-138.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Pub.
  • Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academy Press.
  • Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
  • Koonce, D. A., Zhou, J., Anderson, C.D., Hening, D.A., & Conley, V.M. (2011). What is STEM? Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2—18582.
  • Korkmaz, Ö. (2011). Öğretmen adaylarının öğretim materyallerinden yararlanmaya dönük özyeterlilik algıları [Self-efficacy perceptions of teacher candidates towards benefiting from teaching materials]. Eğitim Teknolojileri Araştırmaları Dergisi, 2(4), 319-333.
  • Leech, N.L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation (2nd ed.). NJ: Lawrence Erlbaum Associates, Inc.
  • Luo, T., So, W. W. M., Li, W. C., & Yao, J. (2021). The development and validation of a survey for evaluating primary students’ self-efficacy in STEM activities. Journal of Science Education and Technology, 30, 408-419.
  • Ministry of National Education [MoNE] (2018). 2023 Education Vision. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf
  • Özdemir, A. U., & Cappellaro, E. (2020). Elementary school teachers’ STEM awareness and their opinions towards stem education practices. Fen Bilimleri Öğretimi Dergisi, 8(1), 46-75. https://dergipark.org.tr/en/pub/fbod/issue/71986/1157994
  • Özdemir, A., Yaman, C. & Vural, R. A. (2018). Development of the teacher self-efficacy scale for STEM practices: A validity and reliability study. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 93-104. https://doi.org/10.30803/adusobed.427718
  • Öztürk, F. Ö. (2019). Views on STEM applications and their impact on scientific attitude and self-efficacy belief in science teaching. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 52, 01-38. https://doi.org/10.21764/maeuefd.409368
  • Özyurt, M., Kayiran, B. K., & Başaran, M. (2018). Analysis of primary school students’ attitudes towards STEM in terms of various variables. Turkish Studies, 13(4), 65-82. http://dx.doi.org/10.7827/TurkishStudies.12700
  • Sanders, M.E. (2009). STEM, STEMeducation, STEMmania. The Technology Teacher, 1, 20–26. http://hdl.handle.net/10919/51616
  • Savran Gencer, A., Doğan, H., Bilen, K., & Can, B. (2019). Integrated STEM education models. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 38-55. https://dergipark.org.tr/tr/pub/pauefd/issue/41649/433453
  • Selçuk, E. (2019). Development of a likert type attitude scale of teachers toward school principals: reliability and validity study. Ihlara Eğitim Araştırmaları Dergisi, 4(1), 112-132.
  • Senemoğlu, N. (2007). Gelişim Öğrenme ve Öğretim: Kuramdan Uygulamaya. Ankara: Gönül Yayıncılık.
  • Sheu, H.B., Lent, R.W., Brown, S.D., Miller, M.J., Hennessy, K.D., & Duggy, R.D. (2010). Testing the choice model of social cognitive career theory across Holland themes: a meta-analytic path analysis. Journal of Vocational Behavior, 76, 252 –264.
  • Sungur Gül, K., Saylan Kırmızıgül, A., & Ateş, H. (2022). Review of STEM Education in Primary and Secondary Education in Turkey. Batı Anadolu Eğitim Bilimleri Dergisi, 13(1), 544-568. https://doi.org/10.51460/baebd.931501
  • Şahin, E. (2019). Determination of professional competence of teachers on the STEM education. (Master's thesis), Gazi University.
  • Tabachnick, B.G., & Fidell, L. S. (2013). Using multivariate statistics. USA: Pearson Education Limited.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve spss ile veri analizi [Measurement of attitudes and data analysis with SPSS]. Ankara: Nobel
  • Tekerek, B., & Karakaya, F. (2018). STEM education awareness of pre-service science teachers. International Online Journal of Education and Teaching (IOJET), 5(2), 348-359. http://iojet.org/index.php/IOJET/article/view/310/239
  • Timur, B., & Belek, F. (2020). Investigation of the effects of STEM activities on pre-service teachers' self-efficacy beliefs and their STEM intention levels. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 50, 315-332. https://doi.org/10.9779/pauefd.465824
  • Uğraş, M. (2019). An investigation of the relationship between middle school students’ STEM attitudes and science self-efficacy beliefs with STEM career interest. Akademik Sosyal Araştırmalar Dergisi, 7(89), 279-292. http://dx.doi.org/10.16992/ASOS.14905
  • Uluyol, Ç. & Eryılmaz, S. (2015). Evaluation of FATIH project in the consideration of 21st century skills. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 209-229. https://dergipark.org.tr/tr/pub/gefad/issue/6772/91207
  • Unfried, A., Faber, M., & Wiebe, E. (2014). Gender and student attitudes toward science, technology, engineering, and mathematics. The Friday Institute for Educational Innovation at North Carolina State University, 51, 1-26.
  • Wang, H. (2012). A new era of science education: Science teachers' perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration (Unpublished doctoral dissertation), Minnesota University.
  • Yıldırım, B. (2013, Kasım). STEM eğitimi ve Türkiye. IV. Ulusal İlköğretim Bölümleri Öğrenci Kongresi’nde sunulmuş bildiri, Nevşehir Hacı Bektaşi Veli Üniversitesi, Nevşehir.
  • Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezeri, 2(2), 28-40. https://dergipark.org.tr/tr/pub/ecjse/issue/4899/67132.
  • Yılmaz, H., Koyunkaya, M. Y., Güler, F., & Güzey, S. (2017). Turkish adaptation of the attitudes toward science, technology, engineering, and mathematics (STEM) education scale. Kastamonu Eğitim Dergisi, 25(5), 1787-1800. https://dergipark.org.tr/tr/pub/kefdergi/issue/31226/342740
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Mühendislik Uygulaması ve Eğitim (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Uğur Bahçepınar 0000-0001-6776-0854

Ferhat Karakaya 0000-0001-5448-2226

Erken Görünüm Tarihi 26 Aralık 2023
Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 2

Kaynak Göster

APA Bahçepınar, U., & Karakaya, F. (2023). Investigation of secondary school students’ self-efficacy for STEM activities. Online Science Education Journal, 8(2), 31-46.
 Kapak Resmi İndir
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