Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

Cevdet Tunc; Birsen Bagceci

doi:10.29333/pr/9295

Full Text (PDF)

Cevdet Tunc ¹ ^* , Birsen Bagceci ²

More Detail

¹ Bolu Abant İzzet Baysal University, TURKEY
² Gaziantep University, TURKEY
^* Corresponding Author

Abstract

STEM (Science, Technology, Engineering and Mathematics) approach is considered important by many countries and projects carried out in order to integrate into their curriculum. The widespread use of STEM is only possible if teachers have positive thoughts, knowledge and experiences about it. In this study, it is aimed to answer these research questions: “What do teachers think about the gains their students will achieve if STEM activities are implemented to their students?” and “What do they think about the implementation of STEM approach in their schools?”. This study is a case study. Participants are twenty-three mathematics, science and information and communication technologies teachers (ICT). “Activities Evaluation Form” and “STEM Training In-School Implementation Evaluation Questionnaire” were used as data collection tools. As a result of research, although teachers have hesitations about implementing STEM activities in classrooms; they think that these implementations will make a significant contribution to students about the “skills” students will acquire, the dimension of knowledge they will gain about STEM activities, and the acquisitions of students regarding the learning process.

Keywords

STEM approach
integrated teaching framework
STEM classroom activities

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/pr/9295

PEDAGOGICAL RES, 2021 - Volume 6 Issue 1, Article No: em0085

Publication date: 29 Nov 2020

Article Views: 1482

Article Downloads: 1253

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM Eğitimi Türkiye Raporu “Günün Modası mı Yoksa Gereksinim mi?”[Turkey STEM Education Report: “The fashion or requirements of the day?”] (D. Akgündüz & H. Ertepınar (eds.)). İstanbul Aydı Üniversitesi. https://doi.org/10.13140/RG.2.1.1980.0801
Altan, E. B., Ozturk, N., & Turkoglu, A. Y. (2018). Socio-Scientific Issues as a Context for STEM Education: A Case Study Research with Pre-Service Science Teachers. European Journal of Educational Research, 7(4) 805-812. https://doi.org/10.12973/eu-jer.7.4.805
Aşık, G., Doğança Küçük, Z., Helvacı, B., & Çorlu, M. S. (2017). Integrated teaching project: A sustainable approach to teacher education. Turkish Journal of Education. 6(4), 200-215 https://doi.org/10.19128/turje.332731
Bakırcı, H., & Kutlu, E. (2018). Determination of science teachers’ views on STEM approach. Turkish Journal of Computer and Mathematics Education, 9(2), 367-389. https://doi.org/10.16949/turkbilmat.417939
Bayazit, N. T., Akaygün, S., Demir, K., & Tutak, F. T. (2018). Bir STEM Öğretmen Eğitimi Örneği: Yenebilir Arabalar Etkinliğinin Öğretmen Eğitimi Açısından İncelenmesi [An Example of STEM Teacher Professional Development: Exploration of Edible Cars Activity from Teacher Education Perspective]. Fen Bilimleri Öğretimi Dergisi, 6(2), 213-232. ISSN: 2148-2160.
Bybee, R. W. (2010). The Teaching of Science: 21st-Century Perspectives. National Science Teachers Association. https://doi.org/10.2505/9781936137053
Changtong, N., Maneejak, N., & Yasri, P. (2020). Approaches for Implementing STEM (Science, Technology, Engineering; Mathematics) Activities among Middle School Students in Thailand. International Journal of Educational Methodology, 6(1), 185-198. https://doi.org/10.12973/ijem.6.1.185
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. https://doi.org/10.1111/ssm.12023
Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM Education: Implementations for Educating Our Teachers For the Age of Innovation. Eğitim ve Bilim, 39(171), 74-85. Retrieved from http://hdl.handle.net/11693/13203
English, Lyn D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(1), 1-8. https://doi.org/10.1186/s40594-016-0036-1
Ergün, A., & Külekci, E. (2019). The Effect of Problem Based STEM Education on the Perception of 5th Grade Students of Engineering, Engineers and Technology. Pedagogical Research, 4(3). em0037. https://doi.org/10.29333/pr/5842
Eroğlu, S., & Bektaş, O. (2016). STEM Eğitimi Almış Fen Bilimleri Öğretmenlerinin STEM Temelli Ders Etkinlikleri Hakkındaki Görüşleri [Ideas of Science Teachers took STEM Education about STEM based Activities]. Eğitimde Nitel Araştırmalar Dergisi-ENAD Journal of Qualitative Research in Education-JOQRE Eğitimde Nitel Araştırmalar Dergisi-Journal of Qualitative Research in Education, 3(3), 43-67. https://doi.org/10.14689/issn.2148-2624.1.4c3s3m
Firat, E. A. (2020). Science, Technology, Engineering, and Mathematics Integration: Science Teachers’ Perceptions and Beliefs. Science Education International, 31(1), 104-116. https://doi.org/10.33828/sei.v31.i1.11
Gunawan, S., & Shieh, C. J. (2020). Effects of the implementation of stem curriculum integration model to living technology teaching on business school students’ learning effectiveness. Contemporary Educational Technology, 12(2), 1-7. https://doi.org/10.30935/cedtech/8583
Jerald, Craig D. (2009). Defining a 21 st century education. The Center for Public Education. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.8011&rep=rep1&type=pdf
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for steam education—a case study. Education Sciences, 10(8), 1-15. https://doi.org/10.3390/educsci10080198
Landicho, C. J. B. (2020). Research Attitudes, Motivations, and Challenges of STEM Education Researchers. International Journal of Technology in Education, 3(1), 49-61. https://doi.org/10.46328/ijte.v3i1.21
Levy, F., & Murnane, R. J. (2004). The new division of labor: How computers are creating the next job market. Princeton University Press. ISBN=0-691-11972-4
Madani, R. A. (2020). Teaching Challenges and Perceptions on STEM Implementation for Schools in Saudi Arabia. European Journal of STEM Education, 5(1), 03. https://doi.org/10.20897/ejsteme/8468
Margot, Kelly C., & Kettler, Todd (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(2).1-16. https://doi.org/10.1186/s40594-018-0151-2
Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(1), 17-20. https://doi.org/10.1186/2193-1801-4-8
Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2019). The Effect of Science, Technology, Engineering and Mathematics (STEM) Program on Students’ Achievement in Mathematics: A Meta-Analysis. International Electronic Journal of Mathematics Education, 1(1), 1-12. https://doi.org/10.29333/iejme/5885
Smyrnova-trybulska, E., Morze, N., Kommers, P., Zuziak, W., & Gladun, M. (2016). Educational robots in primary school teachers’ and students’ opinion about STEM education for young learners. In Proc. of International Conferences ITS, ICEduTech and STE 2016, 197-204. www.roboty.bielsko.pl
Şahin, A., Ayar, M. C., & Adiguzel, T. (2014). Fen, teknoloji, mühendislik ve matematik İçerikli okul sonrasi etkinlikler ve öǧrenciler üzerindeki etkileri [After-school activities with science, technology, engineering and mathematics content and their effects on students]. Kuram ve Uygulamada Egitim Bilimleri, 14(1), 297-322. https://doi.org/10.12738/estp.2014.1.1876
Taştan Akdağ, F., & Güneş, T. (2017). Science high school students and teachers’ opinions about The STEM İmplementations on the subject of energy. International Journal of Social Sciences and Education Research, 3(5 S), 1643-1656. https://doi.org/10.24289/ijsser.337238
Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Boeve-de Pauw, J., Dehaene, W., Deprez, J., De Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K., Van de Velde, D., Van Petegem, P., & Depaepe, F. (2018). Integrated STEM Education: A Systematic Review of Instructional Practices in Secondary Education. European Journal of STEM Education, 3(1), 1-12. https://doi.org/10.20897/ejsteme/85525
Tunç, Cevdet. (2019). Stem: Bütünleşik öğretmenlik çerçevesine yönelik hizmet içi eğitim programının uygulanması ve değerlendirilmesi [The implementation and evaluation of an in- service training program for Stem: Integrated teaching framework]. Unpublished Dissertation. Gaziantep University. Educational Science Institution.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25(1), 127-147. https://doi.org/10.1007/s10956-015-9581-5
Windschitl, M. (2009). Cultivating 21st Century Skills in Science Learners: How Systems of Teacher Preparation and Professional Development Will Have to Evolve. In National academies of science workshop on 21st century skills.
Woodside, A. G. (2010). Case Study Research: Theory, Methods, Practice. Emerald Group Publishing Limited.
Wyss, V. L., Heulskamp, D., & Siebert, C. J. (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental and Science Education, 7(4), 501-522.
Yıldırım, B., & Altun, Y. (2015). STEM Eğitim ve Mühendislik Uygulamalarının Fen Bilgisi Laboratuar Dersindeki Etkilerinin İncelenmesi [Investigation of the Effects of STEM Education and Engineering İmplementations in the Science Laboratory Course]. El-Cezerî Journal of Science and Engineering, 2(22), 28-40.

How to cite this article

APA

Tunc, C., & Bagceci, B. (2021). Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students. Pedagogical Research, 6(1), em0085. https://doi.org/10.29333/pr/9295

Vancouver

Tunc C, Bagceci B. Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students. PEDAGOGICAL RES. 2021;6(1):em0085. https://doi.org/10.29333/pr/9295

AMA

Tunc C, Bagceci B. Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students. PEDAGOGICAL RES. 2021;6(1), em0085. https://doi.org/10.29333/pr/9295

Chicago

Tunc, Cevdet, and Birsen Bagceci. "Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students". Pedagogical Research 2021 6 no. 1 (2021): em0085. https://doi.org/10.29333/pr/9295

Harvard

Tunc, C., and Bagceci, B. (2021). Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students. Pedagogical Research, 6(1), em0085. https://doi.org/10.29333/pr/9295

MLA

Tunc, Cevdet et al. "Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students". Pedagogical Research, vol. 6, no. 1, 2021, em0085. https://doi.org/10.29333/pr/9295