21st Century Skills: The Predictive Role of Attitudes Regarding STEM Education and Problem-Based Learning (original) (raw)
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The objective of the present study was to determine the views of pre-service preschool teachers on Integrated Science Technology Engineering and Mathematics (STEM) education and their tendencies about integrated STEM instruction. The study group included 35 preservice teachers. The present study, conducted as a single group research model with pre-test-post-test experimental method, was completed in 8 weeks. Semi-structured interview form developed by the authors and the "Integrated STEM Instructional Tendencies Scale" developed by Lin and Williams (2016) adapted to Turkish by Hacıömeroğlu and Bulut (2016) were used as data collection instruments. The qualitative data obtained are described with the content analysis methodology. The quantitative data were analyzed with paired sample t-test. After the implementation of the STEM education program, it was determined that pre-service preschool teachers had positive views on STEM education approach in general. Furthermore, according to results of the study that STEM education would encourage student to think, transform theoretical knowledge into practice, and to acquire the skills to obtain concrete products using the theoretical knowledge that they acquired in the class. The majority of the participating pre-service teachers indicated that undergraduate programs should include science, technology, engineering and mathematics courses, teachers from different fields should collaborate, and the teachers should receive STEM training. Bu araştırmanın amacı, okul öncesi öğretmen adaylarının STEM eğitimine yönelik görüşlerini ve entegre STEM öğretimine olan yönelimlerini belirlemektir. Araştırmanın çalışma grubunu, 3. ve 4. sınıf 35 okul öncesi öğretmen adayı oluşturmaktadır. Deneysel yöntemlerden ön test-son test tek gruplu araştırma modeli şeklinde yürütülen bu çalışma 8 haftada tamamlanmıştır. Veri toplama aracı olarak, araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu ve Lin ve Williams (2016) tarafından geliştirilen, Hacıömeroğlu ve Bulut (2016)' un Türkçeye uyarladığı " Entegre STEM Öğretimi Yönelim Ölçeği " kullanılmıştır. Elde edilen nitel veriler içerik analiz yöntemine göre betimlenmiştir. Nicel veriler ise paired sample t-testi uygulanarak analizleri yapılmıştır. STEM eğitim programı uygulandıktan sonra, okul öncesi öğretmen adaylarının genel anlamda STEM eğitim yaklaşımı ile ilgili olumlu düşüncelere sahip olduğu tespit edilmiştir. Ayrıca, öğretmen adaylarının STEM eğitiminin, öğrencileri düşünmeye teşvik edeceği, teorik bilgilerin pratiğe dönüştürüleceği ve öğrencilerin sınıf içinde edindikleri teorik bilgileri kullanarak somut ürünler elde edebilme becerilerine sahip olacaklarına yönelik düşüncelere sahip oldukları belirlenmiştir. Araştırmaya katılan öğretmen adaylarının büyük kısmı, lisans programında bilim, teknoloji, mühendislik ve matematik alanlarına yönelik derslerin mutlaka olması gerektiği, farklı branş öğretmenlerinin iş birliği halinde çalışmaları gerektiği ve öğretmenlere STEM eğitimi verilmesi gerektiğine dair görüş belirtmişlerdir.
Elementary Students' Attitudes towards STEM and 21st Century Skills
International Journal of Evaluation and Research in Education, 2021
STEM and 21st-century learning are very important to be applied from an early age for all students, including at the elementary school level. This study aims to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. The method used is descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes are described based on domain of STEM (Science, Technology/Engineering and Math) , 21st-century skills, gender, and student grade level. The test instrument used refers to one of the articles that have been published in a reputable international journal with a questionnaire scale of 1-5. There are 130 elementary students who were obtained randomly from one of the elementary schools in Yogyakarta. The results showed that based on the science the mean score of the students was 3.23 (moderate). on mathematics 3,21(moderate); on technology/engineering 3.68 ( moderate ) and on 21s...
Pre-School Teacher Candidates' Views about STEM Education
Bartın Üniversitesi Eğitim Fakültesi Dergisi
The objective of the present study was to determine the views of pre-service preschool teachers on Integrated Science Technology Engineering and Mathematics (STEM) education and their tendencies about integrated STEM instruction. The study group included 35 preservice teachers. The present study, conducted as a single group research model with pre-test-post-test experimental method, was completed in 8 weeks. Semi-structured interview form developed by the authors and the "Integrated STEM Instructional Tendencies Scale" developed by Lin and Williams (2016) adapted to Turkish by Hacıömeroğlu and Bulut (2016) were used as data collection instruments. The qualitative data obtained are described with the content analysis methodology. The quantitative data were analyzed with paired sample t-test. After the implementation of the STEM education program, it was determined that pre-service preschool teachers had positive views on STEM education approach in general. Furthermore, according to results of the study that STEM education would encourage student to think, transform theoretical knowledge into practice, and to acquire the skills to obtain concrete products using the theoretical knowledge that they acquired in the class. The majority of the participating preservice teachers indicated that undergraduate programs should include science, technology, engineering and mathematics courses, teachers from different fields should collaborate, and the teachers should receive STEM training.
A comparative investigation of the views of preschool teachers and teacher candidates about STEM
Journal of Science Learning, 2020
If the STEM approach appropriately addressed in early childhood education, it may provide opportunities for educators to involve children in activities appropriate to their interests and experiences. The purpose of this research is to investigate comparatively the views of preschool teachers and preschool teacher candidates about STEM. To collect data, 60 preschool teachers graduated from different universities in Turkey have different experiments and actively in the teaching profession in various schools in the years 2018 to 2019, and 65 preschool teacher candidates in the first, second, third and fourth grades in the 2018-2019 academic year at a state university in the region of the Black Sea randomly selected. To collect data, preschool teachers and teacher candidates ask to answer the questions in the Screening Form consisting of open-ended questions aimed at obtaining in-depth information about STEM education. The findings analyze in detail, and it seen that the answers of both groups can discuss under three main themes; (1) The effects of the STEM approach, (2) The applicability of the STEM approach in preschool education, and (3) The requirements of the applicability of the STEM approach in Turkish educational system. According to the findings, participants have positive views about implementing the STEM approach in their classes for the teachers and future professional lives for the teacher candidates. However, there are some limitations about implementing it arising from the infrastructure of the schools, the teachers themselves, and children's young age.
The Elementary teacher readiness toward STEM-Based contextual learning in 21st Century Era
İlköğretim Online, 2021
Learning in the 21st century is expected to advance knowledge and improve student learning achievement, including at the elementary school level. In addition, learning in the 21st century is also expected to prepare students with 21st century skills that they should have. One learning approach that can be used is STEM-Based contextual learning. Therefore, this study aims to analyze the readiness of elementary school teachers to implement STEM-Based contextual learning in schools. The purposeddesign survey method was used in this study. Questionnaire and observation were used to collect the data. The questionnaire consisted of eighteen open-ended questions to find out the learning process conducted by the teacher, their perceptions of integrated contextual learning, and how the readiness of teachers towards the implementation of STEM-Based contextual learning. Respondents' involeved in this study were 32 elementary school teachers in Bandung, West Java, Indonesia. The result of the study indicated that elementary school teachers were ready to implement STEM-based contextual learning. However, the main problem faced by the teachers to implement STEM-based contextual learning was the difficulty of integrating the subjects and providing contextual aspects related to students' real life. This study was expected to provide an overview of the problems and possibilities in implementing STEM-based contextual learning at the elementary school level.
Journal of Soft Computing and Artificial Intelligence, 2020
This study aims to reveal the effect of the STEM approach on 21st-century skills of middle school students and to determine their experiences about STEM. This application, which lasted 6 weeks with 7th-grade students, was realized with 35 students. In the study, by using the explanatory mixed-method, firstly, quantitative data was taken and qualitative data were tried to be explained. In the first stage of the study, the pre-test and post-test results were examined in the group by using a dependent group t-test. "Multidimensional 21st Century Skills Scale" was used as a pre-test and post-test tool. In the second stage of the study, student experiences for STEM applications were revealed using the semi-structured interview form, which is one of the qualitative data collection methods. In the findings of the study, it was seen in the results of the analysis that the STEM approach contributed positively to 21st-century skills. Besides, a significant difference was observed between the pre-test and post-test in five sub-dimensions in the scale. However, in the results of the interviews, it was stated that the students were enjoyable to study with STEM, increased communication within the group, and encouraged the student to research and think. It was also observed that some students had difficulties during the application, complained about the lack of time, and had difficulty in designing.
Turkish Journal of Primary Education, 2021
The purpose of this research is to examine the descriptive content of studies examining the views of teachers and pre-service teachers on STEM education in order to shed light on the future. The content analysis method, one of the qualitative research methods, was used to examine postgraduate theses and scientific articles in this study, which is a qualitative study. To that end, the studies under consideration were subjected to descriptive content analysis based on the aim, research designs (method, study group, data collection tools, and data analysis), results, and recommendations. A literature review was conducted for this study using the keywords "view on STEM education," "STEM," "teacher candidate," "pre-service teachers," "opinion about STEM education", "attitude," and "awareness". Seven question titles were determined by examining 23 identified studies, and an attempt was made to answer these questions. The collected data were organized into tables, and their frequency distributions were calculated. According to the results of these investigated studies, it was seen that the highest frequency was belong to the teachers' and pre-service teachers' positive attitudes and views toward STEM. Based on the research findings, the following recommendations can be made: STEM activities can be implemented in teacher education programs to increase student interest in STEM education. STEM education can be included as a practicum in teacher education programs.
2020
This research aimed to investigate the requirements of the application of the STEM approach in teaching science and mathematics and the teachers’ attitudes towards it. The study used descriptive approach. The study sample consisted of (159) male and female teachers chosen by the random stratified sample method from the study community represented by all science, mathematics and computer teachers in Ajloun Governorate in the academic year 2019/2020. The scale of requirements for applying the STEM approach and teachers’ attitudes towards it was developed; the validity and reliability of the study instrument were verified by appropriate statistical methods. Statistical processing was done using arithmetic means, and the analysis of multiple variance analysis. The results showed that the teachers ‘assessments of the requirements of the STEM approach are all high and above the hypothetical average (75%). “Changing the teaching methods” dimension came in the first place with an arithmetic...
Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM
Journal of Science Learning
This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the quantitative dimension of the study, and the case study was used in the qualitative dimension. The study's data were collected using the "STEM Pedagogical Content Knowledge Scale" and the "semi-structured interview form" developed by the researcher. A statistics program was used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service primary school teachers towards STEM did not show the difference in terms of the variables of graduated high school, science proficiency, and desire to...
Examining the pre-school curriculum in terms of the stem approach
EXAMINING THE PRE-SCHOOL CURRICULUM IN TERMS OF THE STEM APPROACH, 2020
The aim of this study was to examine the preschool curriculum in terms of the STEM approach. Qualitative method was adopted in the study. Document analysis was performed. In the data analysis, inductive content analysis technique was used. Seven themes related to the STEM approach were revealed in the preschool curriculum. These themes included turning theoretical knowledge into practice/product, problem solving, development of skills, teaching of skills, the use of technology, integration and other statements related to the approach, respectively. The findings showed that the preschool curriculum was adequate in terms of turning theoretical knowledge into practice, development and teaching of skills and problem solving with regard to the STEM approach, while being limited in integration, using technology, and including construction games. The issue that was emphasised the most in the curriculum was skills. No content regarding how children can properly use technology was encountered. As a result, there should be more emphasis on addressing the outcomes with an interdisciplinary approach, and the curriculum should be improved for the use of technology. The curriculum content should be restructured to attach the same degree of importance to all themes mentioned in this study to make it compatible with the STEM approach.