Investigation of Teacher Candidates' Skills in Creating Knowledge-Based Life Problems Based on STEM Lesson Plan and Suggesting Solution

  • Sevgül Çalış Uludag University
  • Nimet Remziye Ergül

Abstract

STEM is becoming widespread as an education model in many countries today, and it has been included in the curriculum in our country, and the need for teachers trained in this field has emerged. The purpose of this study, in which the case study method, one of the qualitative research methods, is used, is to examine the skills of Physics-Chemistry teacher candidates to create real-life knowledge-based problems covering the achievements in the high school curriculum and propose solutions for these problems. For this reason, 4 Physics and 2 Chemistry teacher candidates who took formation training and participated in the study voluntarily were studied for five weeks in the research. The data of the study were collected through semi-structured written documents given to teacher candidates and face-to-face interviews. The collected data were evaluated with the content analysis approach. According to the results obtained, it was concluded that the teacher candidates had difficulties in associating the problems they created with the achievements of the STEM discipline and physics-chemistry discipline, and they were successful in terms of their ability to propose solutions such as product development and testing.

References

Altan, E. , Ucuncuoglu, İ . (2019). Examining the Development of Pre-Service Science Teachers’ STEM-Focused Lesson Planning Skills . Eurasian Journal of Educational Research,19(83),103-124.Retrievedfrom https://dergipark.org.tr/tr/pub/ejer/issue/50254/648539
Altun Yalçın, S., & Yalçın, P. (2018). Fen bilgisi öğretmen adaylarının STEM eğitimi konusundaki metaforik algılarının incelenmesi. International Journal of Social Science, 70, 39-59.
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2013). Introduction to research in education. Cengage Learning.
Aşık, G., Doğança Küçük, Z., Helvacı, B. & Corlu, M. S. (2017). Integrated teaching project: a sustainable approach to teacher education, Turkish Journal of Education, 6(4), 200-215. DOI: 10.19128/turje.332731
Bakırcı, H., & Karışan, D. (2018). Investigating the preservice primary school, mathematics and science teachers’ stem awareness. Journal of Education and Training Studies, 6(1), 32-42.
Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study. Int J Technol Des Educ , 26, 61–79 . https://doi.org/10.1007/s10798-015-9300-9
Bozkurt Altan, E., Yamak, H. ve Buluş Kırıkkaya, E. (2016). FeTeMM eğitim yaklaşımının öğretmen eğitiminde uygulanmasına yönelik bir öneri: tasarım temelli fen eğitimi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 212-232.
Bozkurt, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri ve sürece yönelik algılarına etkisi. Doktora Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Available from Turkish Thesis Center. (No. 366313).
Chalmers, C., Carter, M., Cooper, T., & Nason, R. (2017). Implementing “big ideas” to advance the teaching and learning of science, technology, engineering, and mathematics (STEM). International Journal of Science and Mathematics Education, 15(1), 25-43.
Corlu, M. S. (2012). A pathway to STEM education: Investigating pre-service mathematics and science teachers at Turkish universities in terms of their understanding of mathematics used in science, (Unpublished doctoral dissertation), Texas A&M University, College Station, Texas.
Corlu, M. S. (2017). STEM: Bütünleşik Öğretmenlik Çerçevesi [STEM: Integrated Teaching Framework]. In M. S. Corlu & E. Çallı (Eds.), STEM Kuram ve Uygulamaları (pp. 1–10). İstanbul: Pusula.
Çepni, S. (Ed.)(2017). Kuramdan Uygulamaya STEM Eğitimi. Ankara: Pegem Akademi.
Çetin, A., & Kahyaoğlu, M. (2018). STEM temelli etkinliklerin fen bilgisi ogretmen adaylarinin fen, matematik, muhendislik ve teknoloji ile 21. yuzyil becerilerine yönelik tutumlarina etkisi [The effects of stem based activities on pre-service science teachers attitudes towards science, mathematics, engineering and technology, and 21. century skills]. EKEV Academy Journal, 22(75), 15-28.
Dass, P.M. (2015). Teaching STEM effectively with the learning cycle approach. K- 12 STEM Education. 1(1), 5-12.
DeFreitas, E., Lupinacci, J., & Pais, A. (2017). Science and technology studies  educational studies: Critical and creative perspectives on the future of STEM education. Educational Research, 53(6), 551–559.
English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5-24.
Ercan, S. (2016, May). Improving prospective science teachers’ integrated STEM teaching competencies. International Conference on Education in Mathematics, Science & Technology (ICEMST), Bodrum, Turkey.
Eroğlu, S , Bektaş, O . (2016). STEM Eğitimi Almış Fen Bilimleri Öğretmenlerinin STEM Temelli Ders Etkinlikleri Hakkındaki Görüşleri . Eğitimde Nitel Araştırmalar Dergisi , 4 (3) , 43-67 . Retrieved from https://dergipark.org.tr/tr/pub/enad/issue/32043/356762
Glesne, C. (2014). Nitel Araştırmaya Giriş (4. Baskı). A. Ersoy ve P. Yalçınoğlu. (Çev. Ed.). Ankara: Anı Yayıncılık
Hacıoğlu, Y., Yamak, H. ve Kavak, N. (2016). Mühendislik tasarım temelli fen eğitimi ile ilgili öğretmen görüşleri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(3), 807-830.
Hacioglu, Y. (2017). Fen, teknoloji, muhendislik ve matematik (STEM) egitimi temelli etkinliklerin fen bilgisi ogretmen adaylarının elestirel ve yaratici dusunme becerilerine etkisi [The effect of science, technology, engineering and mathematics (STEM) education based activities on prospective science teachers' critical and creative thinking skills] (Unpublished doctoral dissertation). Available from Turkish Thesis Center (No. 461483).
Han, S., Yalvac, B., Capraro, M. M., & Capraro, M.R. (2015). In-service teachers' implementation of and understanding from project-based learning (PBL) in science, technology, engineering, and mathematics (STEM) project-based learning, Eurasia Journal of Mathematics, Science ve Technology Education, 11(1), 63-76.
İnançlı, E , Timur, B . (2018). Fen Bilimleri Öğretmen Ve Öğretmen Adaylarının Stem Eğitimi Hakkındaki Görüşleri . Uluslararası Bilim ve Eğitim Dergisi , 1 (1) , 48-68 . Retrieved from https://dergipark.org.tr/tr/pub/ubed/issue/39599/438856
Jho H., Hong O. ve Song J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a community of practice perspective. Eurasia Journal of Mathematics, Science&Technology Education, 12(7), 1843-1862, DOI: 10.1007/s10956-016-9631-7.
Johnson, C. C., & Fargo, J. D. (2010). Urban school reform enabled by transformative professional development: Impact on teacher change and student learning of science. Urban Education, 45(1), 4–29. https://doi.org/10.1177/0042085909352073
Kennedy, T.J., & Odell, M. R.L. (2014). Engaging Students In STEM Education. Science Education International, 25 (3). 246-258.
Kızılay, E., (2018). Türkiye’de Öğretmen eğitimi konusundaki STEM çalışmaları(2018). 11(34),1221-1246.
Margot, K. C. ve Kettler, T. (2019). Teachers’ perception of stem integration and education: a systematic literature review. International Journal of STEM Education, 6(2), 1-16.
Miles, M, B., & Huberman, A. M. (1994). Qualitative Data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage
Moore, T., Stohlmann, M., Wang, H., Tank, K., Glancy, A., and Roehrig, G. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices (pp. 35–60). West Lafayette: Purdue University Press.
Özçelik, A , Akgündüz, D . (2018). Üstün/Özel Yetenekli Öğrencilerle Yapılan Okul Dışı STEM Eğitiminin Değerlendirilmesi . Trakya Üniversitesi Eğitim Fakültesi Dergisi , 8 (2) , 334-351 . DOI: 10.24315/trkefd.331579
Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is adding the E enough?: Investigating the impact of K-12 engineering standards on the implementation of STEM integration. School Science and Mathematics, 112, 31- 44.
Ryu, M., Mentzer N., & Neil Knobloch, A. (2019). Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation,International Journal of Technology and Design Education. 29:493-512 https://doi.org/10.1007/s10798-018-9440-9
Siekmann, G. and Korbel, P. (2016), “Defining 'STEM' skills: review and synthesis of the literature.- support document 1”, NCVER, Adelaide, available at: http://www.ncvre.edu.au.
Task Force Report, STEM. (2014). Innovate: a blueprint for science, technology,engineering, and mathematics in California public education. Dublin, California:Californians Dedicated to Education Foundation. http://www.cde.ca.gov/nr/ne/yr14/yr14rel71.asp
Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (11. Baskı). Ankara: Seçkin Yayıncılık.
Yıldırım, B. (2020). Öğretmen yetiştirme üzerine bir model önerisi: STEM öğretmen enstitüleri eğitim modeli. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 50, 70-98.doi: 10.9779/pauefd.586603
Published
2021-10-12
How to Cite
ÇALIŞ, Sevgül; ERGÜL, Nimet Remziye. Investigation of Teacher Candidates' Skills in Creating Knowledge-Based Life Problems Based on STEM Lesson Plan and Suggesting Solution. European Journal of Physics Education, [S.l.], v. 12, n. 4, p. 1-26, oct. 2021. ISSN 1309-7202. Available at: <http://eu-journal.org/index.php/EJPE/article/view/326>. Date accessed: 24 oct. 2021. doi: https://doi.org/10.20308/ejpe.v12i4.326.
Section
Articles