Restricted accessResearch articleFirst published online 2023-7
Effects of Science,Technology,Engineering,and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills
This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.
AçışlıS. (2016). Investigation of the effect of robotic applications in elementary education. The Eurasia Proceedings of Educational & Social Sciences, 4(1), 391-394. https://dergipark.org.tr/en/download/article-file/334280.
2.
AkaygünS.Aslan-TutakF. (2016). STEM images revealing STEM conceptions of pre-service chemistry and mathematics teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56–71. https://doi.org/10.18404/ijemst.44833
3.
AkgündüzD.AydenizM.ÇakmakçıG.ÇavaşB.ÇorluM. S.ÖnerT.ÖzdemirS. (2015). STEM Eğitimi Türkiye Raporu (STEM Education Report on Turkey). STEM Center and Faculty of Education, Istanbul Aydın University.
4.
AkgündüzD.ErtepınarH.GerA. M.Kaplan SayıA.TürkZ. (2016). STEM Training Workshop Report). STEM Center and Faculty of Education, Istanbul Aydın University.
5.
Aslan-TutakF.AkaygunS.TezsezenS. (2017). Collaboratively learning to teach STEM: Change in participating pre-service teachers’ awareness of STEM. Hacettepe University Faculty of Education Journal, 32(4), 794-816. https://doi.org/10.16986/HUJE.2017027115.
6.
AydenizM.BilicanK. (2018). STEM Eğitiminde Global Gelişmeler ve Türkiye için Çıkarımlar, Kuramdan Uygulamaya STEM A-E Eğitimi (ÇepniS., Ed.). 4th Press. Pegem Akademi.
7.
BaranE.Canbazoglu BiliciS.MesutogluC.OcakC. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19. https://doi.org/10.18404/ijemst.71338.
8.
BayramN. (2015). Sosyal bilimlerde SPSS ile veri analizi (5. Baskı). Ezgi Kitabevi.
9.
BozkurtE. (2014). Mühendislik Tasarım Temelli Fen Eğitiminin Fen Bilgisi Öğretmen Adaylarının Karar Verme Becerisi, Bilimsel Süreç Becerileri ve Sürece YönelikAlgılarına Etkisi (The effect of engineering design based science instruction on science teacher candidates’ decision making skills, science process skills and perceptions about the process) [Unpublished PhD Thesis, Gazi University, Institute of Educational Sciences].
BurnsJ. C.OkeyJ. R.WiseK. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169–177. https://doi.org/10.1002/tea.3660220208
12.
ÇepniS. (2014). Bilim, Fen, Teknoloji Kavramlarının Eğitim Programlarına Yansımaları, Salih Çepni (Editör). Kuramdan Uygulamaya Fen ve Teknoloji Öğretimi (11. Baskı). Pegem Yayıncılık.
13.
CeylanS. (2014). Ortaokul Fen Bilimleri Dersindeki Asitler ve Bazlar Konusunda Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) Yaklaşımı ile Öğretim TasarımıHazırlanmasına Yönelik Bir Çalışma (A study for preparing an instructional design based on science, technology, engineering and mathematics (STEM) approach on the topic of acids and bases at secondary school science course) [Unpublished Master’s Thesis, Uludağ University, Institute of Educational Sciences].
14.
ÇorluM. S. (2016). Başyazı. Bütünleşik Öğretmenlik Bülteni, 1(1), 1. http://fetemm.org
15.
ÇorluM. S.ÇallıE. (2017). STEM Kuram ve Uygulamalarıyla Fen, Teknoloji, Mühendislik ve Matematik Eğitimi. Pusula.
16.
ÇorluM. S.CapraroR. M.CapraroM. M. (2014). FeTeMM Eğitimi ve alan Öğretmeni Eğitimine Yansımaları (Introducing STEM education: Implications for educating our teachers for the age of innovation). Education and Science, 39(171), 74-85. http://eb.ted.org.tr/index.php/EB/article/view/2142/651.
17.
CotabishA.DaileyD.RobinsonA.HughesG. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215-226. https://doi.org/10.1111/ssm.12023.
18.
CresswellJ. W.Plano ClarkV. L. (2007). Designing and conducting mixed methods research. Sage Publications.
19.
Demirci GülerM. P. (2017). Fen Bilimleri Öğretimi. Pegem Akademi.
20.
DuggerW. (2010). Evolution of STEM in the United States. In Technology Education Research Conference, Queensland.
21.
DuyguE. (2018). Simülasyon Tabanli Sorgulayici Öğrenme Ortaminda Fetemm Eğitiminin Bilimsel Süreç Becerileri ve FeTeMM Farkindaliklarina Etkisi (The effect of STEM education on science process akills and STEM awareness in simulation based inquiry learning environment) [Unpublished Master’s Thesis, Kırıkkale University, Graduate School of Natural and Applied Sciences].
22.
ErcanS. (2014). Fen Eğitiminde Mühendislik Uygulamalarının Kullanımı: Tasarım Temelli Fen Eğitimi (The usage of engineering practices in science education: Design based science learning) [Unpublished PhD Thesis, Marmara University, Institute of Education Sciences].
23.
ErcanS.ŞahinF. (2015). The usage of engineering practices in science education: Effects of design based science learning on students’ academic achievement. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 9(1), 128-164. https://doi.org/10.17522/nefefmed.67442.
24.
EroğluS.BektaşO. (2016). STEM Eğitimi Almış Fen Bilimleri Öğretmenlerinin STEM Temelli Ders Etkinlikleri Hakkındaki Görüşleri. Egitimde Nitel Arastirmalar Dergisi-Journal of Qualitative Research in Education, 4(3), 43-67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m.
25.
FriedmanT. L. (2005). The world is flat: A brief history of the twenty-first century. Farra, Straus, and Giroux.
26.
FurnerJ.KumarD. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science & Technology, 3(3), 185–189. https://doi.org/10.12973/ejmste/75397
27.
GebanÖ.AskarP.ÖzkanÏ. (1992). Effects of computer simulations and problem-solving approaches on high school students. The Journal of Educational Research, 86(1), 5–10. https://doi.org/10.1080/00220671.1992.9941821
28.
GencerA. S. (2015). Fen Eğitiminde Bilim ve Mühendislik Uygulaması: Fırıldak Etkinliği (Scientific and engineering practices in science education: Twirly activity). Journal of Inquiry Based Activities, 5(1), 1-19. https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/57/96.
29.
GökbayrakS.KarışanD. (2017a). Altıncı Sınıf Öğrencilerinin FeTeMM Temelli Etkinlikler Hakkındaki Görüşlerinin İncelenmesi (Exploration of sixth grade students’ views on STEM based activities). Alan Eğitimi Araştırmaları Dergisi (ALEG), 3(1), 25–40.
30.
GökbayrakS.KarışanD. (2017b). STEM Etkinliklerinin Fen Bilgisi Öğretmen Adaylarının Bilimsel Süreç Becerilerine Etkisi (An investigation of the effects of STEM based activities on preservice science teacher’s science process skills). Western Anatolia Journal of Educational Sciences, 8(2), 63–84.
31.
GonzalezH. B.KuenziJ. J. (2012). Congressional research service. In Science, Technology, Engineering and Mathematics (STEM) Education: A primer. CRS Report for Congress Prepared for Member and Committees of Congress.
32.
HacıoğluY. (2017). Fen, Teknoloji, Mühendislik ve Matematik (STEM ) Eğitimi Temelli Etkinliklerin Fen Bilgisi Öğretmen Adaylarının Eleştirel Düşünme Becerilerine Etkisi (The effect of science, technology, engineering and mathematics (STEM) education based activities on prospective science teachers’ critical and creative thinking skills) [Unpublished Master’s Thesis, Gazi University, Institute of Educational Sciences].
33.
HacıömeroğluG.BulutA. S. (2016). Entegre FeTeMM Öğretimi Yönelim Ölçeği Türkçe Formunun Geçerlik ve Güvenirlik Çalışması (Integrative STEM teaching intention questionnaire: A validity and relaibility study of the Turkish form). Journal of Theory and Practice in Education, 12(3), 654–669. https://doi.org/10.17244/eku.92032
34.
IrkıçatalZ. (2016). Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) İçerikli Okul Sonrası Etkinliklerin Öğrencilerin Başarılarına ve FeTeMM Algıları Üzerine Etkisi (STEM related after - school program activities and associated outcomes on students success and on their STEM perception and interest) [Unpublished Master Thesis, Akdeniz University, Institute of Educational Sciences].
35.
KatehiL.PearsonG.FederM. (2009). Engineering in the K-12 Education. Understanding the States and improving the prospects. In Early childhood eucation and practice (Vol. 16). National Academic Press.
36.
KelleyT. R.KnowlesJ. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z
37.
KeçeciG.AlanB.KırbağZengin. F. (2017). 5. Sınıf Öğrencileriyle STEM Eğitimi Uygulamaları (STEM education practices with 5th grade students). Ahi Evran University Kırşehir Faculty of Education Journal, 18(special issue), 1-17. https://app.trdizin.gov.tr/publication/paper/detail/TWpZMk56RXdNQT09.
38.
Koyunlu ÜnlüZ.Dökmeİ. (2016). Özel Yetenekli Öğrencilerin FeTeMM’in Mühendisliği Hakkındaki İmajları (Gifted children’ images about STEM’s E). Trakya University Faculty of Education Journal, 7(1), 196-204. https://dergipark.org.tr/en/download/article-file/270335.
39.
KoçY. (2017). Fen Bilimleri Dersinde STEM Eğitim Modeli Yaklaşımı Kullanarak Genç Mekatronikçilerin Yetiştirilmesi (Growing Young Mechatronics by Using STEM Education Model Approach in Science Course) [Unpublished Master Thesis, İstanbul Gelişim University, Graduate School of Natural and Applied Sciences].
40.
LinK.-Y.WilliamsP. J. (2015). Taiwanese preservice teachers’ science, technology, engineering, and mathematics teaching intention. International Journal of Science and Mathematics Education, 14(6), 1021-1036. https://doi.org/10.1007/s10763-015-9645-2.
Marulcuİ.SungurK. (2013). Fen Bilgisi Öğretmen Adaylarının Mühendis ve Mühendislik Algılarının ve Yöntem Olarak Mühendislik-Dizayna Bakış Açılarının İncelenmesi (Investigating pre-service science teachers’ perspectives on engineers, engineering and engineering design as context). Afyon Kocatepe Üniversitesi Fen Bilimleri Dergisi, 12(1), 13-23. https://dergipark.org.tr/en/download/article-file/18393.
43.
Ministry of National Education-MNE (MEB - Milli Eğitim Bakanlığı) (2006). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Talim ve Terbiye Kurulu Başkanlığı.
44.
Ministry of National Education-MNE (MEB-Milli Eğitim Bakanlığı) (2016). STEM Eğitimi Raporu. Ankara: Milli Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü (YEĞİTEK).
45.
MooreT. J.StohlmannM. S.WangH.-H.TankK. M.GlancyA. W.RoehrigG. H. (2014). Implementation and integration of engineering in K-12 STEM education. Engineering in Pre-College Settings: Research into Practice, 35–60.
46.
National Academy of EngineeringU. S. (2004b). The engineer of 2020: Visions of engineering in the new century. National Academies Press.
47.
OstlerE. (2012). 21st century STEM education: A Tactical model for long-range success. International Journal of Applied Science and Technology, 2(1).
PekbayC. (2017). Fen, Teknoloji, Mühendislik ve Matematik Etkinliklerinin Ortaokul Öğrencileri Üzerindeki Etkileri (Effects of science technology engineering and mathematics activities on middle school students). [Unpublished PhD Thesis, Hacettepe University].
50.
RovaiA. P.BakerJ. D.PontonM. K. (2014). Social science research design and statistics: A practitioner’s guide to research methods and IBM SPSS analysis. Watertree Press LLC.
51.
BüyüköztürkŞ. (2015). Sosyal Bilimler için Veri Analizi El Kitabı (21. Baskı). Pegem Yayıncılık.
52.
SmithJ.Karr-KidwellP. (2000). The İnterdisciplinary curriculum: A literary review and a manual for administrators and teachers. Retrieved from ERIC Database (ED443172).
53.
StinsonK.HarknessS. S.MeyerH.StallworthJ. (2009). Mathematics and science integration: Models and characterizations. School Science and Mathematics, 109(3), 153–161. https://doi.org/10.1111/j.1949-8594.2009.tb17951.x
54.
StrongM. G. (2013). Developing elementary math and science process skills through engineering design instruction. Hofstra University.
55.
SullivanF. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45(3), 373–394. https://doi.org/10.1002/tea.20238
56.
Sungur GülK.Marulcuİ. (2014). Yöntem Olarak Mühendislik-Dizayna ve Ders Materyali Olarak Legolara Öğretmen ile Öğretmen Adaylarinin Bakış Açılarının İncelenmesi (Investigation of in service and pre service science teachers’ perspectives about engineering-design as an instructional method and Legos as an instructional material). Electronic Turkish Studies, 9(2).
57.
TabachnickB. G.FidellL. S. (2007). Using multivariate statistics. Allyn & Bacon.
58.
YamakH.Bulut& N.DündarS. (2014). 5. Sınıf Öğrencilerinin Bilimsel Süreç Becerileri ile Fene Karşı Tutumlarına FeTeMM Etkinliklerinin Etkisi (The impact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science). GUJGEF, 34(2), 249-265. https://dergipark.org.tr/en/download/article-file/76885.
59.
YenilmezK.BalbağM. Z. (2016). Fen Bilgisi ve İlköğretim Matematik Öğretmeni Adaylarının STEM’e Yönelik Tutumları (The STEM attitudes of prospective science and middle school mathematics teachers). Journal of Research in Education and Teaching, 5(4), 301–307.
YıldırımB. (2016). 7. Sınıf Fen Bilimleri Dersine Entegre Edilmiş Fen, Teknoloji, Mühendislik ve Matematik (STEM) Uygulamaları ve Tam Öğrenmenin Etkilerinin İncelenmesi (An examination of the effects of science, technology, engineering, mathematics (STEM) applications and mastery learning integrated into the 7th grade science course) [Unpublished PhD Thesis, Gazi University, Institute of Educational Sciences].
62.
YıldırımB.AltunY. (2015). STEM Eğitim ve Mühendislik Uygulamalarının Fen Bilgisi Laboratuar Dersindeki Etkilerinin İncelenmesi (Investigating the effect of STEM education and engineering applications on science laboratory lectures). El-Cezeri Journal of Science and Engineering, 2(2), 28-40. https://dergipark.org.tr/en/download/article-file/56981.
63.
YılmazN.PekbayC. (2017, May). Fen Bilgisi ve İlköğretim Matematik Öğretmen Adaylarıyla Yapılan Bir FeTeMM Etkinliğinin Tanıtılması Üzerine Bir Çalışma. In ICPESS (International Congress on Politic, Economic and Social Studies) (No. 2), pp. 512–513.
