Evaluation of STEM Education by Turkish Science Teachers
Keywords:
Evaluation, Science Teachers
Abstract
STEM education has been adopted all around the world to educate individuals that meet the requirements of the changing workforce. Currently, efforts to integrate STEM education into mainstream education are being made in Turkey as well, and it is critical to review them. Therefore, the aim of the current study is to obtain an evaluation of the developing STEM education in Turkey by science teachers. For this purpose, the surveying method, one of the quantitative research methods, was used. 128 science teachers working in Diyarbakır province participated in the study. The “Criteria for Quality STEM” scale, adapted to Turkish by the researchers, was used as the data collection tool in the study. Based on the results, it was concluded that young teachers have higher score averages in improving relations between school, society and business world. It was also found that teachers who practice STEM in science education by spreading them over a period of time have higher averages in terms of creating a STEM culture and climate and establishing the connection between school, society and business world. It was determined that teachers who read academic studies have higher averages in integration of academic knowledge and providing school, community and cooperation compared to those who do not. It was determined that the teachers who previously took part in projects related to STEM education have higher averages in creating the STEM culture and climate in schools. In the light of these results, it is suggested that future research is needed to help science teachers learn how to implement STEM education in their classes so that they can use it effectively and successfully.
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References
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Morrison, J. (2006). Attributes of STEM education. TIES STEM education monograph series. Baltimore, MD: Teaching Institute for Excellence in STEM.
OECD (2017). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing.
Pang, J., & Good, R. (2000). A review of the integration of science and mathematics: Implications for further research. School Science and Mathematics, 100, 73-82.
Park, M. H., Dimitrov, D. M., Patterson, L. G., & Park, D. Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275-291.
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Rini, R. Y., & Syaodih, E. (2020). Analysis of Teacher's Readiness in Implementing Learning Based on Science Technology Engineering and Mathematical in Children of Early Age. International Conference on Elementary Education, 2(1), 1011-1019
Sanders, M. (2009). Integrative STEM education: primer. The Technology Teacher, 68(4), 20-26.
Scott, C. E. (2009). A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools. (PhD thesis), George Mason University.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
Thomas, B., & Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42-53.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
Turkish Industry and Business Association (TUSİAD) (2017). STEM requirement report towards 2023. Retrieved 02.04.2020 from https://tusiad.org/tr/yayinlar/raporlar/item/9735-2023-e-dog-ru-tu-rkiye-de-stem-gereksinimi
Wang, G. L., Lee, Y. J., Wu, M. F., Chang, L. Y., & Wei, S. C. (2012). The influence of knowledge management and brand equity on marketing performance: A case study of a Japanese automaker’s branch in Taiwan. Journal of Business Research, 4(2), 30-51.
Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26-35.
Yang, D., & Baldwin, S. J. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1-11.
Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M., Öner, T., Özdemir, S. (2015). STEM Education Turkey Report: A provisional agenda or a necessity? STEM Centre and Faculty of Education. Istanbul Aydın University. Retrieved 02.06.2021 from file:///C:/Users/asus/Downloads/IAU-STEM-Egitimi-Turkiye-Raporu-2015%20(1).pdf
Akyıldız, T. Y. (2020). Evaluation of the stem education difference of education managers according to varying changes. (PhD thesis), Harran University.
Arslan, S. Y. & Arastaman, G., (2021). STEM policies in the world: for Turkey conclusions and recommendations, Nevşehir Hacı Bektaş Veli University Journal of ISS, 11(2), 894-910.
Barakos, L., Lujan, V., & Strang, C. (2012). Science, technology, engineering, mathematics (STEM): Catalyzing change amid the confusion. Portsmouth, NH: RMC Research Corporation, Centre on Instruction.
Bolat, Y. İ. (2020). Problem Solving and Knowledge of STEM-Based Mathematics Activities Contribution of Operational Thinking Skills and Interest to STEM Fields Research. (PhD Thesis), Atatürk University.
Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current perceptions. Technology and Engineering Teacher, 70(6), 5–9.
Bybee, R. W. (2010). What is STEM education?. Science, 329(5995), 996-996.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association.
Capraro, R. M., Capraro, M. M., Parker, D., Kulm, G., & Raulerson, T. (2005). The mathematics content knowledge role in developing preservice teachers' pedagogical content knowledge. Journal of Research in Childhood Education, 20(2), 102-118.
Check, J., & Schutt, R. K. (2012). Research methods in education. Thousand Oaks, CA: Sage.
Connor, A., Karmokar, S. ve Whittington, C. (2015). From Stem To Steam: Strategies For Enhancing Engineering & Technology Education. International Journal of Engineering Pedagogy, 5(2), 37-47.
Çorlu, M., Capraro, R. ve Capraro, M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Education and Science, 39(171), 74-85.
Czerniak, C. M., Weber, W. B., Sandman, A., & Ahern, J. (1999). A literature review of science and mathematics integration. School Science and Mathematics, 99, 421-430.
Değirmenci, S. (2020). STEM-trained teachers' stem self-efficacy and experienced in terms of technology and engineering integration in their applications: Identification of problems.(Master thesis), Marmara University.
Drake, S. M., & Burns, R. C. (2004). Integrated Curriculum, Meeting Standards Through. Virginia USA: Association for Supervision and Curriculum Development.
Dugger, W. E. (2010). Evolution of STEM in the United States. 6th Biennial International Conference on Technology Education Research. Australia: Queensland.
El-Deghaidy, H., & Mansour, N. (2015). Science teachers’ perceptions of STEM education: Possibilities and challenges. International Journal of Learning and Teaching, 1(1), 51-54
Epstein, D., & Miller, R. T. (2011). Slow off the Mark: Elementary School Teachers and the Crisis in Science, Technology, Engineering, and Math Education. Centre for American Progress. Retrieved 05.04.2021 from https://files.eric.ed.gov/fulltext/ED536070.pdf
Eroğlu, S., & Bektaş, O. (2016). Science teachers with STEM education their views on based course activities. Journal of Qualitative Research in Education, 4(3), 43-67.
Johnson, C. C. (2006). Effective professional development and change in practice: Barriers science teachers encounter and implications for reform. School science and mathematics, 106(3), 150-161.
Kang, N. H. (2019). A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea. Asia-Pacific Science Education, 5(1), 1-22.
Kelley, T. R., Brenner, D. C., & Pieper, J. T. (2010). Two approaches to engineering design: Observations in STEM education. Journal of STEM Teacher Education, 47(2), 4.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Köksal, F. (2002). New in Science Education in the Light of New Developments in the World Approaches. Science and Mathematics Education Congress, Middle East University, Ankara, Turkey.
Innovation and Educational Technologies General Directorate (IETGD), (2018a). Education Trends in the World and STEM Learning in Our Country Activities: MoNE K12 Schools Example, Retrieved 03.02.2021 from http://yegitek.meb.gov.tr/meb_iys_dosyalar/2018_11/05144830_Ezgi.pdf
IETGD (2018b). STEM Education Teacher's Handbook. Innovation and Education, Retrived 15.01.2021 from; https://mus.meb.gov.tr/meb_iys_dosyalar/2018_03/14112534_STEM_EYitimi_YYretmen_El_kitabY.pdf
Morrison, J. (2006). Attributes of STEM education. TIES STEM education monograph series. Baltimore, MD: Teaching Institute for Excellence in STEM.
OECD (2017). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing.
Pang, J., & Good, R. (2000). A review of the integration of science and mathematics: Implications for further research. School Science and Mathematics, 100, 73-82.
Park, M. H., Dimitrov, D. M., Patterson, L. G., & Park, D. Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275-291.
Proudfoot, D. E., Green, M., Otter, J. W., & Cook, D. L. (2018). STEM Certification in Georgia's Schools: A Causal Comparative Study Using the Georgia Student Growth Model. Georgia Educational Researcher, 15(1), 16-39.
Ramli, N. F., & Talib, O. (2017). Can education institution implement STEM? From Malaysian teachers’ view. International Journal of Academic Research in Business and Social Sciences, 7(3), 721–732.
Rini, R. Y., & Syaodih, E. (2020). Analysis of Teacher's Readiness in Implementing Learning Based on Science Technology Engineering and Mathematical in Children of Early Age. International Conference on Elementary Education, 2(1), 1011-1019
Sanders, M. (2009). Integrative STEM education: primer. The Technology Teacher, 68(4), 20-26.
Scott, C. E. (2009). A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools. (PhD thesis), George Mason University.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
Thomas, B., & Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42-53.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
Turkish Industry and Business Association (TUSİAD) (2017). STEM requirement report towards 2023. Retrieved 02.04.2020 from https://tusiad.org/tr/yayinlar/raporlar/item/9735-2023-e-dog-ru-tu-rkiye-de-stem-gereksinimi
Wang, G. L., Lee, Y. J., Wu, M. F., Chang, L. Y., & Wei, S. C. (2012). The influence of knowledge management and brand equity on marketing performance: A case study of a Japanese automaker’s branch in Taiwan. Journal of Business Research, 4(2), 30-51.
Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26-35.
Yang, D., & Baldwin, S. J. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1-11.
Published
2022-06-30
How to Cite
ASLAN EFE, H., & Hanas, K. (2022). Evaluation of STEM Education by Turkish Science Teachers. Dinamika Ilmu, 22(1), 201-221. https://doi.org/10.21093/di.v22i1.4618
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