Öz
As the 21st century progresses, expectations and demands for STEM and STEAM education are increasing (Dönmez et al, 2022). Developed and developing countries are trying to increase the practice of students and teachers in STEM education by revising their education programs. STEM education, which emerged as a result of the increasing global economic and scientific competition, is seen as an educational approach that helps develop individual life skills and increase social welfare. One of the ultimate goals of the STEM education approach is to equip the individual with skills that enable the individual to solve real-life problems with a transdisciplinary education approach (Dönmez & Gülen, 2021). STEM education is aimed to implement multiple disciplines integrated with each other and within the framework of a common theme. It is known that these disciplines include sciences such as engineering, art, and technology along with many branches of science (Dönmez et al., 2021). It is important that updates and new studies in these sciences are integrated into STEM education and used in coordination. In particular, the rapid acceleration in technology should be reflected in educational environments and integrated with STEM education. As a matter of fact, the most popular of the innovative structures in the technological field is the metaverse.
Kaynakça
- Birer, G. C., (2022). Metaverse. Bilim ve Teknik Dergisi, 55 (654), 16-37.
- Dönmez, İ., Gülen, S. & Ayaz, M. (2021). Impact of argumentation-based STEM activities on going STEM motivation. Journal for STEM Education Research, 5, 78-101. https://doi.org/10.1007/s41979-021-00062-2
- Dönmez, I., Idin, S. & Gurbuz, S. (2022). Determining lower-secondary students’ STEM motivation: A profile from Turkey. Journal of Baltic Science Education, 21(1). https://doi.org/10.33225/jbse/22.21.00
- Gulen, S. (2021). Argumentation integrated STEM activity. (Ed. Kiray S. A & Tomevska-Ilievska E.). Current Studies in Educational Disciplines. Isres Publishing.
- Idin, S. (2018). An overview of STEM education and industry 4.0. Research highlights in STEM Education. Isres Publishing.
- Özkahveci, E. Civek, F. & Ulusoy, G. (2022). The place of metaverse (Fictional Universe) in the period of industry 5.0. Journal of Social, Humanities and Administrative Sciences, 8(50), 398-409. https://doi.org/10.31589/JOSHAS.929
- Tekin, Z., Gülen, S., & Dönmez, İ., (2022). Metaverse ortamında STEM eğitimi. Paradigma yayıncılık.
Öz
Kaynakça
- Birer, G. C., (2022). Metaverse. Bilim ve Teknik Dergisi, 55 (654), 16-37.
- Dönmez, İ., Gülen, S. & Ayaz, M. (2021). Impact of argumentation-based STEM activities on going STEM motivation. Journal for STEM Education Research, 5, 78-101. https://doi.org/10.1007/s41979-021-00062-2
- Dönmez, I., Idin, S. & Gurbuz, S. (2022). Determining lower-secondary students’ STEM motivation: A profile from Turkey. Journal of Baltic Science Education, 21(1). https://doi.org/10.33225/jbse/22.21.00
- Gulen, S. (2021). Argumentation integrated STEM activity. (Ed. Kiray S. A & Tomevska-Ilievska E.). Current Studies in Educational Disciplines. Isres Publishing.
- Idin, S. (2018). An overview of STEM education and industry 4.0. Research highlights in STEM Education. Isres Publishing.
- Özkahveci, E. Civek, F. & Ulusoy, G. (2022). The place of metaverse (Fictional Universe) in the period of industry 5.0. Journal of Social, Humanities and Administrative Sciences, 8(50), 398-409. https://doi.org/10.31589/JOSHAS.929
- Tekin, Z., Gülen, S., & Dönmez, İ., (2022). Metaverse ortamında STEM eğitimi. Paradigma yayıncılık.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Makaleler |
| Yazarlar | |
| Erken Görünüm Tarihi | 27 Haziran 2022 |
| Yayımlanma Tarihi | 1 Temmuz 2022 |
| Gönderilme Tarihi | 1 Temmuz 2022 |
| Kabul Tarihi | 1 Temmuz 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 5 Sayı: 2 |
Cited By
Metaverse Risk Perceptions of Gifted Students
International Journal of Contemporary Educational Research
https://doi.org/10.52380/ijcer.2023.10.4.355
Bu dergide yer alan içerikler Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.