Araştırma Makalesi
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Yıl 2020, Cilt: 1 Sayı: 1, 28 - 39, 15.06.2020

Mehmet Yavuz Mehmet Hasançebi Funda Hasançebi

Öz

Kaynakça

  • Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2018). Pre-Service Science Teachers’ Perception About High Order Thinking Skills (HOTS) in the 21st Century. International Journal of Pedagogy and Teacher Education, 2(1), 107–114.
  • Akgündüz, D., Ertepinar, H., Ger, A. M., Kaplan Sayi, A., & Turk, Z. (2015). STEM education workshop report: a comprehensive assessment of Turkey STEM education: Istanbul Aydin University STEM Center and Education.
  • Aydemir, E, Kaysi, F, Gülsecen, S. (2019). Estimation of Turkish Language Exam Results of University Students According to Exam Preparation Levels. Alphanumeric Journal, 7 (2), 351-356.
  • Bati, K., Caliskan, I., & Yetisir, M. I. (2017). Computational thinking and integrated areas approach in science education (STEAM). Pamukkale University Journal of Education, 41, 91-103.
  • Buyukozturk, S., Cakmak, E., Akgun,O. E., Karadeniz, S., & Demirel, F. (2018). Academic research methods in education (25. Edition). Pegem Academy, Ankara.
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70, 30-35.
  • Bybee, R. W. (2011). “Scientific And Engineering Practices In K-12 Classrooms: Understanding “A Framework For K-12 Science Education”. Science and Children, 49(4), 10-16.
  • Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students' science knowledge and skills. School Science and Mathematics, 113(5), 215-226.
  • Creswell, J. W. (2019). Introduction to mixed method researches, 2nd Edition.. (Ed., M. Sözbilir) Pegem Academy.
  • Creswell, J. W., & Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Cevik, M. & Senturk C. (2019). Multidimensional 21th century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences. 14(1), 011–028.
  • Cevik, M. (2018). Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students. Pegem Journal of Education and Training, 8(2), 281-306.
  • Deveci, I. (2018). Entrepreneurial Traits of STEM Awareness of Science Teacher Candidates. Kastamonu Education Journal, 26(4), 1247-1256.
  • Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and achievements: a case study of design-based learning in a science context. Journal of Technology Education, 19(2), 22-39.
  • Ejiwale, J. A. (2012). Facilitating teaching and learning across STEM fields. Journal of STEM Education: Innovations and Research, 13(3), 87.
  • Ekici, G., Abide, O. F., Canbolat, Y., & Ozturk, A. (2017). Analysis of data sources for 21st century skills. Journal of Research in Education and Teaching., 6(1), 1-12.
  • Eroglu, S., & Bektas, O. (2016). Views of STEM Education Science Teachers About STEM-Based Course Activities. Journal of Qualitative Research in Education 4(3), 43-67.
  • Fortus, D., Dershimer, R. C., Krajcik, J. S., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110.
  • Freeman, S., Eddy, SL., McDonough, M., Smith, MK., Okoroafor, N., Jordt, H., & Wenderoth MP .(2014). Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 111, 8410–8415.
  • Gokbayrak, S., & Karisan, D. (2017). Investigation of Sixth Grade Students' Opinions About STEM Based Activities. Journal of Field Education Research , 3 (1), 25-40.
  • Gulen, B. (2013). Investigation of Secondary School Students' 21st Century Learning Skills and Information Technologies and Support Levels According to Gender and Grade Level. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
  • Gunuc, S., Odabasi, H. F., & Kuzu, A. (2013). Defining 21st Century Student Features by Prospective Teachers: A Twitter Application. Journal Of Theory & Practice İn Education (Jtpe), 9(4).
  • Hacioglu, Y. (2017). The Effects of Science, Technology, Engineering and Mathematics (STEM) Education Based Activities on Pre-Service Science Teachers' Critical Thinking Skills. Unpublished Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
  • Halverson, A. (2018). 21st century skills and the “4Cs” in the English language classroom. Retrieved from http://hdl.handle.net/1794/23598. Date of Access: 09/05/2020.
  • Kakarndee, N., Kudthalang, N., & Jansawang, N. (2018). The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level. AIP Conference Proceedings, 1923(1), 030024.
  • Kaysi, F., & Aydemir, E. (2017). Evaluation of Interaction Dimensions in Distance Education Processes. Journal of Social Sciences , 4 (11): 1-10.
  • Kotluk, N., & Kocakaya, S. (2015) Digital stories in the development of 21st century skills: Investigation of secondary school students' views. Journal of Education and Teaching Research, 4(2), 354-363.
  • Louis, R. C. (2012). A case study exploring technology integration and incorporation of 21st century skills in elementary classrooms. College of Professional Studies Northeastern University, Boston, Massachusetts.
  • MEB (Ministry of National Education) (2016). STEM education report. Ankara: Ministry of National Education, General Directorate of Innovation and Educational Technologies (YEGITEK).
  • Moore, T.J., Stohlmann, M.S., Wang, H.-H., Tank, K.M., & Roehrig, G.H. (2013). Implementation and integration of engineering in K-12 STEM education. In J. Strobel, S. Purzer, & M. Cardella (Edt.), Engineering in precollege settings: Research into practice. Rotterdam, the Netherlands: Sense Publishers.
  • Murat, A. (2018). Examination of science teacher candidates' 21st century skills competence perceptions and their attitudes towards STEM. Unpublished Master Thesis. Firat University, Elazig.
  • Murat, M. (2018). The effect of the flipped class model on fifth grade students' 21st century skills and scientific epistemological beliefs. Unpublished Master Thesis. Mugla Sitki Kocaman University, Institute of Educational Sciences, Mugla.
  • National Research Council. (2011). Successful STEM education: A workshop summary. Washington, DC: National Academies Press.
  • Organisation for Economic Co-operation and Development (OECD). (2017). PISA 2015 collaborative problem-solving framework. Paris: OECD Publishing. https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf. Date of access: 10/05/2020.
  • Ostler, E. (2012). 21st century STEM education: A tactical model for long-range success. International Journal of Applied Science and Technology, 2(1), 28-33.
  • Ozcan, H. & Koca, E. (2019). The effect of teaching pressure issue with STEM approach on the academic achievement and attitudes of STEM students to 7th grade students, Education and Science, 44 (198 ), 201-227.
  • Partnership for 21st Century Skills-P21. (2009). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf. Date of Access: 03/05/2020.
  • Roberts, A. (2012). A justification for STEM education. Technology and engineering teacher, 71(8), 1-4.
  • Stewart, C. J., & Cash Jr, W. B. (1985). Interviewing: Principles and practices . Dubuque, IA: Wm.
  • Tarkin-Celikkiran, A., & Aydin-Gunbatar, S. (2017). Examination of the opinions of chemistry teacher candidates about STEM applications. Yuzuncu Yil University Journal of Education,, 14(1), 1624-1656.
  • Tashakkori, A., & Creswell, J. W. (2007). Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), 207-211.
  • Thomasian, J. (2011). Building a science, technology, engineering, and math education agenda: An update of state actions. Washington, DC: National Governors Association (NGA), Center for Best Practices. Retrieved from http://www.nga.org/files/live/sites/NGA/files/ pdf/1112STEMGUIDE.pdf. Date of Access: 08/05/2020.
  • Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395.
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1–13.
  • Yalcin, S. (2018). 21st-century skills and tools and approaches used to measure these skills. Journal of Ankara University Faculty of Educational Sciences, 51(1), 183-201.
  • Yamak, H., Bulut, N., & Dundar, S. (2014). 5. The Effect of STEM Activities on the Scientific Process Skills and Attitudes of Science to Grade 5 Students. Gazi University Journal of Gazi Education Faculty, 34(2), 249-265.
  • Yildirim, B (2018). Mus Alparslan University STEM Education Report - STEM Education for the Goals of 2023, 2053 and 2071. www.alparslan.edu.tr//IcerikDosya?link=2f9aeaf8ecf00870f840c297c8649b19518d6f0b. Date of Access: 01/05/2020.

The effect of STEM application on 21st century skills of middle school students and student experiences

Yıl 2020, Cilt: 1 Sayı: 1, 28 - 39, 15.06.2020

Mehmet Yavuz Mehmet Hasançebi Funda Hasançebi

Öz

The aim of this study is to reveal the effect of STEM approach on 21st century skills of middle school students and to determine their experiences about STEM. This application, which lasted 6 weeks with 7th grade students, was realized with 35 students. In the study, by using the explanatory mixed method, firstly, quantitative data was taken and qualitative data were tried to be explained. In the first stage of the study, the pre-test and post-test results were examined in the group by using dependent groups t test. “Multidimensional 21st Century Skills Scale” was used as a pre-test and post-test tool. In the second stage of the study, student experiences for STEM application were revealed using the semi-structured interview form, which is one of the qualitative data collection methods. In the findings of the study, it was seen in the results of the analysis that the STEM approach contributed positively to 21st century skills. In addition, a significant difference was observed between the pre-test and post-test in five sub-dimensions in the scale. However, in the results of the interviews, it was stated that the students were enjoyable to study with STEM, increased communication within the group, and encouraged the student to research and think. It was also observed that some students had difficulties during the application, complained about the lack of time and had difficulty in designing.

Anahtar Kelimeler

21st Century Skills Science Semi-Structured Interview STEM Success

Kaynakça

  • Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2018). Pre-Service Science Teachers’ Perception About High Order Thinking Skills (HOTS) in the 21st Century. International Journal of Pedagogy and Teacher Education, 2(1), 107–114.
  • Akgündüz, D., Ertepinar, H., Ger, A. M., Kaplan Sayi, A., & Turk, Z. (2015). STEM education workshop report: a comprehensive assessment of Turkey STEM education: Istanbul Aydin University STEM Center and Education.
  • Aydemir, E, Kaysi, F, Gülsecen, S. (2019). Estimation of Turkish Language Exam Results of University Students According to Exam Preparation Levels. Alphanumeric Journal, 7 (2), 351-356.
  • Bati, K., Caliskan, I., & Yetisir, M. I. (2017). Computational thinking and integrated areas approach in science education (STEAM). Pamukkale University Journal of Education, 41, 91-103.
  • Buyukozturk, S., Cakmak, E., Akgun,O. E., Karadeniz, S., & Demirel, F. (2018). Academic research methods in education (25. Edition). Pegem Academy, Ankara.
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70, 30-35.
  • Bybee, R. W. (2011). “Scientific And Engineering Practices In K-12 Classrooms: Understanding “A Framework For K-12 Science Education”. Science and Children, 49(4), 10-16.
  • Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students' science knowledge and skills. School Science and Mathematics, 113(5), 215-226.
  • Creswell, J. W. (2019). Introduction to mixed method researches, 2nd Edition.. (Ed., M. Sözbilir) Pegem Academy.
  • Creswell, J. W., & Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Cevik, M. & Senturk C. (2019). Multidimensional 21th century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences. 14(1), 011–028.
  • Cevik, M. (2018). Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students. Pegem Journal of Education and Training, 8(2), 281-306.
  • Deveci, I. (2018). Entrepreneurial Traits of STEM Awareness of Science Teacher Candidates. Kastamonu Education Journal, 26(4), 1247-1256.
  • Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and achievements: a case study of design-based learning in a science context. Journal of Technology Education, 19(2), 22-39.
  • Ejiwale, J. A. (2012). Facilitating teaching and learning across STEM fields. Journal of STEM Education: Innovations and Research, 13(3), 87.
  • Ekici, G., Abide, O. F., Canbolat, Y., & Ozturk, A. (2017). Analysis of data sources for 21st century skills. Journal of Research in Education and Teaching., 6(1), 1-12.
  • Eroglu, S., & Bektas, O. (2016). Views of STEM Education Science Teachers About STEM-Based Course Activities. Journal of Qualitative Research in Education 4(3), 43-67.
  • Fortus, D., Dershimer, R. C., Krajcik, J. S., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110.
  • Freeman, S., Eddy, SL., McDonough, M., Smith, MK., Okoroafor, N., Jordt, H., & Wenderoth MP .(2014). Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 111, 8410–8415.
  • Gokbayrak, S., & Karisan, D. (2017). Investigation of Sixth Grade Students' Opinions About STEM Based Activities. Journal of Field Education Research , 3 (1), 25-40.
  • Gulen, B. (2013). Investigation of Secondary School Students' 21st Century Learning Skills and Information Technologies and Support Levels According to Gender and Grade Level. Unpublished Master's Thesis, Gazi University Institute of Educational Sciences, Ankara.
  • Gunuc, S., Odabasi, H. F., & Kuzu, A. (2013). Defining 21st Century Student Features by Prospective Teachers: A Twitter Application. Journal Of Theory & Practice İn Education (Jtpe), 9(4).
  • Hacioglu, Y. (2017). The Effects of Science, Technology, Engineering and Mathematics (STEM) Education Based Activities on Pre-Service Science Teachers' Critical Thinking Skills. Unpublished Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
  • Halverson, A. (2018). 21st century skills and the “4Cs” in the English language classroom. Retrieved from http://hdl.handle.net/1794/23598. Date of Access: 09/05/2020.
  • Kakarndee, N., Kudthalang, N., & Jansawang, N. (2018). The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level. AIP Conference Proceedings, 1923(1), 030024.
  • Kaysi, F., & Aydemir, E. (2017). Evaluation of Interaction Dimensions in Distance Education Processes. Journal of Social Sciences , 4 (11): 1-10.
  • Kotluk, N., & Kocakaya, S. (2015) Digital stories in the development of 21st century skills: Investigation of secondary school students' views. Journal of Education and Teaching Research, 4(2), 354-363.
  • Louis, R. C. (2012). A case study exploring technology integration and incorporation of 21st century skills in elementary classrooms. College of Professional Studies Northeastern University, Boston, Massachusetts.
  • MEB (Ministry of National Education) (2016). STEM education report. Ankara: Ministry of National Education, General Directorate of Innovation and Educational Technologies (YEGITEK).
  • Moore, T.J., Stohlmann, M.S., Wang, H.-H., Tank, K.M., & Roehrig, G.H. (2013). Implementation and integration of engineering in K-12 STEM education. In J. Strobel, S. Purzer, & M. Cardella (Edt.), Engineering in precollege settings: Research into practice. Rotterdam, the Netherlands: Sense Publishers.
  • Murat, A. (2018). Examination of science teacher candidates' 21st century skills competence perceptions and their attitudes towards STEM. Unpublished Master Thesis. Firat University, Elazig.
  • Murat, M. (2018). The effect of the flipped class model on fifth grade students' 21st century skills and scientific epistemological beliefs. Unpublished Master Thesis. Mugla Sitki Kocaman University, Institute of Educational Sciences, Mugla.
  • National Research Council. (2011). Successful STEM education: A workshop summary. Washington, DC: National Academies Press.
  • Organisation for Economic Co-operation and Development (OECD). (2017). PISA 2015 collaborative problem-solving framework. Paris: OECD Publishing. https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf. Date of access: 10/05/2020.
  • Ostler, E. (2012). 21st century STEM education: A tactical model for long-range success. International Journal of Applied Science and Technology, 2(1), 28-33.
  • Ozcan, H. & Koca, E. (2019). The effect of teaching pressure issue with STEM approach on the academic achievement and attitudes of STEM students to 7th grade students, Education and Science, 44 (198 ), 201-227.
  • Partnership for 21st Century Skills-P21. (2009). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf. Date of Access: 03/05/2020.
  • Roberts, A. (2012). A justification for STEM education. Technology and engineering teacher, 71(8), 1-4.
  • Stewart, C. J., & Cash Jr, W. B. (1985). Interviewing: Principles and practices . Dubuque, IA: Wm.
  • Tarkin-Celikkiran, A., & Aydin-Gunbatar, S. (2017). Examination of the opinions of chemistry teacher candidates about STEM applications. Yuzuncu Yil University Journal of Education,, 14(1), 1624-1656.
  • Tashakkori, A., & Creswell, J. W. (2007). Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), 207-211.
  • Thomasian, J. (2011). Building a science, technology, engineering, and math education agenda: An update of state actions. Washington, DC: National Governors Association (NGA), Center for Best Practices. Retrieved from http://www.nga.org/files/live/sites/NGA/files/ pdf/1112STEMGUIDE.pdf. Date of Access: 08/05/2020.
  • Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395.
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1–13.
  • Yalcin, S. (2018). 21st-century skills and tools and approaches used to measure these skills. Journal of Ankara University Faculty of Educational Sciences, 51(1), 183-201.
  • Yamak, H., Bulut, N., & Dundar, S. (2014). 5. The Effect of STEM Activities on the Scientific Process Skills and Attitudes of Science to Grade 5 Students. Gazi University Journal of Gazi Education Faculty, 34(2), 249-265.
  • Yildirim, B (2018). Mus Alparslan University STEM Education Report - STEM Education for the Goals of 2023, 2053 and 2071. www.alparslan.edu.tr//IcerikDosya?link=2f9aeaf8ecf00870f840c297c8649b19518d6f0b. Date of Access: 01/05/2020.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Bilgisayar Yazılımı
Bölüm Research Articles
Yazarlar

Mehmet Yavuz 0000-0001-6218-232X

Mehmet Hasançebi 0000-0002-2770-8346

Funda Hasançebi 0000-0001-9365-940X

Yayımlanma Tarihi 15 Haziran 2020
Gönderilme Tarihi 28 Mayıs 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 1 Sayı: 1

Kaynak Göster

APA Yavuz, M., Hasançebi, M., & Hasançebi, F. (2020). The effect of STEM application on 21st century skills of middle school students and student experiences. Journal of Soft Computing and Artificial Intelligence, 1(1), 28-39.
AMA Yavuz M, Hasançebi M, Hasançebi F. The effect of STEM application on 21st century skills of middle school students and student experiences. JSCAI. Haziran 2020;1(1):28-39.
Chicago Yavuz, Mehmet, Mehmet Hasançebi, ve Funda Hasançebi. “The Effect of STEM Application on 21st Century Skills of Middle School Students and Student Experiences”. Journal of Soft Computing and Artificial Intelligence 1, sy. 1 (Haziran 2020): 28-39.
EndNote Yavuz M, Hasançebi M, Hasançebi F (01 Haziran 2020) The effect of STEM application on 21st century skills of middle school students and student experiences. Journal of Soft Computing and Artificial Intelligence 1 1 28–39.
IEEE M. Yavuz, M. Hasançebi, ve F. Hasançebi, “The effect of STEM application on 21st century skills of middle school students and student experiences”, JSCAI, c. 1, sy. 1, ss. 28–39, 2020.
ISNAD Yavuz, Mehmet vd. “The Effect of STEM Application on 21st Century Skills of Middle School Students and Student Experiences”. Journal of Soft Computing and Artificial Intelligence 1/1 (Haziran 2020), 28-39.
JAMA Yavuz M, Hasançebi M, Hasançebi F. The effect of STEM application on 21st century skills of middle school students and student experiences. JSCAI. 2020;1:28–39.
MLA Yavuz, Mehmet vd. “The Effect of STEM Application on 21st Century Skills of Middle School Students and Student Experiences”. Journal of Soft Computing and Artificial Intelligence, c. 1, sy. 1, 2020, ss. 28-39.
Vancouver Yavuz M, Hasançebi M, Hasançebi F. The effect of STEM application on 21st century skills of middle school students and student experiences. JSCAI. 2020;1(1):28-39.

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