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2018 Sosyal Bilgiler Dersi Öğretim Programının STEAM’e Uygunluğu Açısından İncelenmesi

Year 2023, Issue: 20, 51 - 70, 15.11.2023

Abstract

STEAM bilim, teknoloji, mühendislik, sanat ve matematik kavramlarının İngilizce karşılıklarının baş harflerinden meydana gelen bir akronimdir. Disiplinlerarası, bağlantılı ve bütüncül bir düşünme şekli anlamına gelir. İlgili literatürde sosyal bilgiler ve STEAM ilişkisine ilişkin çalışmalar vardır. Ancak; sosyal bilgiler dersi öğretim programını STEAM açısından yeterli düzeyde ele alan bir çalışma yoktur. Bu bağlamda araştırmanın amacı; mevcut programın STEAM kapsamında incelenmesidir. Araştırmada nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır. Veriler doküman incelemesi tekniği ile toplanmıştır. Veriler öncelikle içerik analiz tekniği ile analiz edilmiştir. İlave analiz stratejisi olarak betimsel analiz kullanılmıştır. Geçerlilik ve güvenirlik sağlanmış, araştırmacının rolü belirtilmiş ve etik durumlara dikkat edilmiştir. Araştırmanın sonuçlarına göre; 2018 sosyal bilgiler dersi öğretim programı (özel amaçlar, beceriler, değerler, dikkat edilecek hususlar, öğrenme alanları ve kazanımlar) STEAM açısından uygundur. Yani; Türkiye özelinde sosyal bilgiler dersi öğretim programı ve STEAM ilişkisi güçlüdür. Ancak; programın genel yapısının STEAM ile güçlü ilişkisi özel amaçlara yansımamıştır. Bu sonuçlar bağlamında program yapıcılara, uygulayıcılara ve araştırmacılara çeşitli önerilerde bulunulmuştur.

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Examining the 2018 Social Studies Course Curriculum in Terms of Compliance with STEAM

Year 2023, Issue: 20, 51 - 70, 15.11.2023

Abstract

STEAM is an acronym consisting of the initials of the English equivalents of science, technology, engineering, art, and mathematics. It means an interdisciplinary, connected, and holistic way of thinking. In the related literature, there are studies on the relationship between social studies and STEAM. However, no study adequately addresses the social studies curriculum in terms of STEAM. In this context, the aim of the research is; is the review the current program within the scope of STEAM. The case study method, one of the qualitative research methods, was used in the research. Data were collected by document analysis technique. The data were analyzed with the content analysis technique. Descriptive analysis was used as an additional analysis strategy. Validity and reliability were ensured, the role of the researcher was stated, and ethical considerations were taken into consideration. According to the research results, The 2018 social studies course curriculum (specific objectives, skills, values, points to be considered, themes, and acqusitions) is suitable for STEAM. Well, In Turkey, the relationship between social studies course curriculum and STEAM is strong. However, The strong relationship of the general structure of the curriculum with STEAM needs to be reflected in the specific objectives. In the context of these results, various suggestions were made to program makers, practitioners, and researchers.

References

  • Abbas, R. S. (2017). Using STEM approach to develop visual reasoning and learning independence for preparatory stage students. Education-Project Innovation, 137(3), 320-330.
  • Altan, E. B., Yamak, H., Kirikkaya, E. B., & Kavak, N. (2018). The use of design-based learning for STEM education and ıts effectiveness on decision making skills. Universal Journal of Educational Research, 6(12), 2888-2906. https://doi.org/10.13189/ujer.2018.061224
  • Arslan, Y. (2019). 5. sınıf fen bilimleri dersi öğretim programı ve ders kitabının STEM yaklaşımı bağlamında incelenmesi (Yayımlanmamış yüksek lisans tezi). Dumlupınar Üniversitesi, Kütahya.
  • Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-based learning analysis to improve students’ problem solving abilities in science subject: A literature review. Journal of Innovative Science Education, 10(1), 79-86. https://doi.org/10.15294/JISE.V9I2.38505
  • Avan, Ç. , Gülgün, C. , Yılmaz, A. & Doğanay, K. (2019). STEM eğitiminde okul dışı öğrenme ortamları: Kastamonu Bilim Kampı. Journal of STEAM Education, 2(1) , 39-51 . https://dergipark.org.tr/en/pub/steam/issue/48084/601443
  • Ata-Aktürk, A., Demircan, H. Ö., Şenyurt, E. ve Çetin, M. (2017). Turkish early childhood education curriculum from the perspective of stem education: A document analysis. Journal of Turkish Science Education, 14(4), 16-34.
  • Bahar, M., Yener, D., Yılmaz, M., Hayrettin, E. M. E. N., & Gürer, F. (2018). 2018 Fen bilimleri öğretim programı kazanımlarındaki değişimler ve fen teknoloji matematik mühendislik (STEM) entegrasyonu. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 702-735. https://doi.org/10.17240/aibuefd.2018..-412111
  • Bakermans, M. H. & Plotke, R. Z. (2018). Assessing Information Literacy Instruction in Interdisciplinary First Year Project-Based Courses with STEM Students. Library & Information Science Research, 40(2), 98–105. https://doi.org/10.1016/j.lisr.2018.05.003
  • Borrego, M., & Henderson, C. (2014). Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220-252. https://doi.org/10.1002/jee.20040
  • Bybee, R. W. (2013).The case for STEM education challenges and opportunities. National STEM TeachersAsociation.
  • Chaney, K. E. (2020). Examining the automaticity of a lay theory of generalized prejudice: Vigilance facilitates social distancing for white women in stem contexts (Order No. 27742339). Available from ProQuest Dissertations & Theses Global. (2426566955). https://www.proquest.com/dissertations-theses/examining-automaticity-lay-theory-generalized/docview/2426566955/se-2
  • Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls’ interest in STEM subject areas? American Journal of Engineering Education, 4(1), 27-38.
  • Çavdar, E. (2020). Ortaokul düzeyinde değer eğitimiyle bütünleştirilmiş STEM eğitimi uygulamalarının tasarlanması ve etkinliğinin değerlendirilmesi (Yayımlanmamış yüksek lisans tezi). Recep Tayyip Erdoğan Üniversitesi, Rize.
  • Daugherty, M. K. (2013). The Prospect of an “A” in STEM education. Journal of STEM Education: Innovations and Research, 14(2), 10-15. https://www.jstem.org/jstem/index.php/JSTEM/article/view/1744/1520
  • Dobres M-A, Hoffman CR. Social agency and the Dynamics of Prehistoric Technology. Journal of Archaeological Method and Theory. 1994,1(3):211-58. https://link.springer.com/article/10.1007/BF02231876
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There are 73 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education (Other)
Journal Section Araştırma Makaleleri
Authors

Kudret Aykırı 0000-0002-2413-0593

Early Pub Date July 9, 2023
Publication Date November 15, 2023
Submission Date June 17, 2023
Published in Issue Year 2023 Issue: 20

Cite

APA Aykırı, K. (2023). 2018 Sosyal Bilgiler Dersi Öğretim Programının STEAM’e Uygunluğu Açısından İncelenmesi. Temel Eğitim(20), 51-70.

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