Deveci, I. (2019). Reflections of Rube Goldberg machines on the prospective science teachers' STEM awareness. Contemporary Issues in Technology and Teacher Education, 19(2), 195-217. (original) (raw)
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International Journal of Engineering Technologies and Management Research, 2021
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STEM ACTIVITIES MADE WITH 3D PRINTER; THE EFFECT ON AWARENESS OF TEACHER CANDIDATES REGARDING ITS USE IN SCIENCE LESSONS, 2021
The inclusion of integrated structures and interdisciplinary relations in education and inclusion in course curricula in the world has become even more important with the prominence of STEM education in the world. STEM means the inclusion of project-based applications in education within an integrated structure with science, technology, mathematics and engineering activities. Motivation/Background: It is noted that the majority of STEM research in our country is focused on science education. The aim of this study is to investigate the effect of 3D printing STEM activities on teacher candidates ' awareness of their use in science course. Method: 37 science teacher candidates participated in the 7-week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview. Results: Thanks to 3D STEM activities, teacher candidates achieved to create a realistic product by using their knowledge in different disciplines such as science, mathematics, technology, and engineering and 21st century skills. Conclusions: According to the results of the research, the usage of 3D printer in a science course creates awareness in teacher candidates in terms of three-dimensional thinking and learning experience.
Primary and Secondary School Students Perspective on Kolb-based STEM Module and Robotic Prototype
International Journal on Advanced Science, Engineering and Information Technology, 2018
The aim of this paper is to assess students' perceptions of their competency and interests in Science, Technology, Engineering and Mathematics (STEM) throughout Malaysia. These perceptions are obtained during and after they were engaged in using a STEM module and building a robotic prototype that was in line with the STEM teachers' specification, and was conducted at the National Science Centre, Malaysia. This activity was undertaken because the target ratio for the number of students enrolling in STEM programs is not met. The developed STEM module is based on four stages of the learning cycle in Kolb's experiential learning theory. The stages are Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. These stages have five key educational activities which are watching videos, reading modules, assembling robotic components, drag and drop using blockly software and lastly playing a robotic game. The key element of the activities is the utilization of a robotic prototype as the main component in increasing the students' interest in STEM via games. This module was evaluated in both qualitative and quantitative case studies of students to inform teachers' perceptions of the developed modules and robotic prototypes. Data were collected through two training events at a science exhibition at the National Science Centre and taken from two distinct groups, namely primary and secondary school students in range 11 to 15 year old. The evaluation comprised of five areas, which were interaction, engagement, challenge, competency, and interest. The results show that developed module and robotic prototype based n teacher's perception received positive response from the respondents. It can efficiently raise students' interest in STEM that meets the Malaysia Education Blueprint 2013-2025.
Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy, 2022
STEM education focusing on students' 21st-century skills aims to increase interest in engineering fields such as 3D printing and robotics programming, which have an important place in the future education system. This study aims to examine the impact of STEM activities with robotics programming and 3D printer on teacher candidates ' STEM awareness and STEM self-sufficiency. 37 science teacher candidates participated in the 12-week study. The mixed research method was used in this study. Quantitative data were obtained through the STEM awareness scale and self-sufficiency scale. Qualitative data were obtained through field notes and structured interview forms. According to the findings of the study, there is a positive significant difference in the level of STEM awareness and STEM self-sufficiency of teacher candidates. Within the scope of the study, robotics programming and 3D printer training were given to teacher candidates and activities were conducted. Four robotics programming and one 3D printer activities were conducted. Arduino IDE and Fritzing programs were taught for robotics programming activity. 3D Builder Zaxe PLA program was taught for 3D printer activity. As a result of robotics programming and 3D printer activities, an obstacle detection device was designed for the visually impaired. Thanks to robotics programming and 3D printer activities, teacher candidates' 21st-century skills have developed. Moreover, it is observed that they can more easily adapt to the digital age. In addition, within the scope of STEM, teacher candidates' interest in technology, engineering increased as well as science subjects.
My world of machines: an integrated STEM education curriculum for early childhood teachers
Tuğba Abanoz & Defne Yabaş (2022): My world of machines: an integrated STEM education curriculum for early childhood teachers, European Early Childhood Education Research Journal, DOI: 10.1080/1350293X.2022.2127822 (SSCI), 2022
Early childhood years were believed to be a precious time to implement Science, Technology, Engineering, and Mathematics (STEM) education activities. Children can practice STEM-related skills and form their initial ideas about STEM professions. In this research, we aim to present an integrated STEM education curriculum for early childhood teachers, based on an engineering theme. We collected qualitative data through teachers' selfevaluation forms and reflective journals. Seven teachers implemented the curriculum with the participation of 105 children. Teachers mostly expected improvement in cognitive process outcomes before the implementation. Children's first reactions to the curriculum were curiosity and excitement. Cognitive process and social product outcomes were detailed and varied during and after the implementation of the curriculum. Teachers collaborated with their colleagues to plan and overcome the difficulties they encountered. The presented curriculum was found to be appropriate for implementation in early childhood settings. Further research was suggested to focus on the impact of the curriculum on children's skills.
Using Robotics for STEM Education in Primary/Elementary Schools: Teachers' Perceptions
— Robotics, with its multidisciplinary nature, integrates Science, Technology, Engineering, and Mathematics (STEM) disciplines and is considered a gateway to STEM education. This study aims to understand whether primary/elementary teachers perceive robotics as a useful tool for STEM education or not. If yes, in what capacity do they think robotics might be useful? A sample of 11 primary/elementary teachers participated in this study. The results of this study revealed that the participants perceive robotics to have the potential to facilitate learning of primary/elementary science and technology-related topics, while they do not perceive robotics to be a useful tool for teaching and learning mathematics.
2010
Thesis advisor: Michael BarnettThis mixed method study examined the impact of a LEGOTM-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K-12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and ...
This qualitative study was designed to introduce STEM (Science, Technology, Engineering, Mathematics) activities to pre-service science teachers and identify their views about STEM materials. In this context, a competition was organized with 42 pre-service science teachers (13 male-29 female) who took Instructional Technologies and Material Development course in Elementary Science Education Department in Siirt University. The competition consisted of 5 categories: balloon powered car, mousetrap car, water rocket, spaghetti bridge 1 (durability) and spaghetti bridge 2 (visuality). Structured interview form developed by researchers was used as data collection instrument. The results were analyzed with the conventional content analysis. Results indicated that participants (especially females) are more willing to use STEM materials in their future teaching life. Participants mostly believe that STEM materials facilitate learning, enhance retention and increase self-confidence. However, there are also pre-service science teachers who believe that preparation of STEM materials is difficult, takes too much time and not appropriate to students' levels.
The Development of STEM-Based Science Teaching Materials on Simple Electrical Circuit Materials
Jurnal Penelitian & Pengembangan Pendidikan Fisika
This study aims to create STEM-based science teaching materials based on simple electrical circuits and determine the feasibility of STEM-based teaching materials. Research and development of the Dick & Carey model is the type of research used. The research process comprises four stages: needs analysis, product design, validation and evaluation, and testing. Material experts, presentation experts, linguists, and graphic experts are all involved in expert validation. Teachers who teach science subjects participate in the product feasibility test. Individual, small group, and field trials assess students’ readability. Expert validation revealed that the content aspect was 97.7 % with a very decent category, the presentation aspect was 97.7% with a very proper category, the language aspect was 85% with a very decent category, and the visual aspect was 80 percent with a worthy category. The science teacher’s feasibility test results showed that the content aspect was 90 % with an excell...