Determination of STEM Semantic Perceptions and Thoughts for the Approach of STEM of the Pre-School Teachers

Gülşah GÜNŞEN, Gülden UYANIK BALAT, Berrin AKMAN

Abstract


The STEM approach is expected to bring innovations that add value to life by blending technology and engineering with the theoretical knowledge presented by basic sciences such as science and mathematics. At this point, it is important that the STEM approach is perceived correctly by preschool teachers and applied to preschool children with correct practices. The aim of this research is to determine the thoughts of pre-school teachers about STEM approach and the semantic perceptions of STEM.The study group of the research using mixed research method consists of 30 preschool teachers in independent kindergartens. The thoughts of pre-school teachers about STEM approach were determined by the interview form developed by the researchers. STEM semantic perceptions of preschool teachers were determined by using STEM Semantic Differential Scale which was developed by Knezek and Christensen (2008) and adapted to Turkish by Kızılay (2017). According to the results, the semantic perceptions of pre-school teachers about STEM areas in general have positive attitudes towards STEM areas, they have very little idea for STEM approach and the reason for application of STEM approach in preschool period is that children are introduced to science in the early period and they support the development of creativity. It is seen that they have the idea to provide the development of problem-solving skills.


Keywords


STEM approach; STEM fields; pre-school teachers; semantic perception

Full Text:

PDF (Türkçe)

References


Akdağ, F. T. & Güneş, T. (2015). Enerji konusunda yapılan STEM uygulamaları ile ilgili Fen Lisesi öğrenci ve öğretmen görüşleri. International Journal of Social Sciences and Education Research, 3(5 S), 1643-1656.

Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L. & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433-441.

Akgündüz, D. & Akpınar, B.C. (2018). Okul öncesi eğitiminde fen eğitimi temelinde gerçekleştirilen STEM uygulamalarının öğrenci, öğretmen ve veli açısından değerlendirilmesi. Yaşadıkça Eğitim, 32 (1).

Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM eğitimi türkiye raporu. İstanbul: Scala Basım.

Akgündüz, D. & Özçelik, A. (2018). Üstün/Özel Yetenekli Öğrencilerle Yapılan Okul Dışı STEM Eğitiminin Değerlendirilmesi1. Journal of Education, 8(2).

Aldemir, J. & Kermani, H. (2016). Integrated STEM curriculum: improving educational outcomes for head start children. Early Child Development and Care (ISSN: 0300-4430 (Print) 1476-8275 (Online) Journal homepage: http://www.tandfonline.com/loi/gecd20).

Allen, A. (2016). Don’t ferar STEM-You already teach it. School age/after school Exchance, September/October 56-59.

Anders, Y. & Rossbach, H. G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play: The influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education, 29(3), 305-322

Aronin, S. & Floyd, K. K. (2013). Using an iPad in inclusive preschool classrooms to introduce STEM concepts. Teaching Exceptional Children, 45(4), 34-39.

Awad, N. & Barak, M. (2018). Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1431-1451.

Becker, K. & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students' learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and Research, 12(5/6), 23.

Beymer, P. N., Rosenberg, J. M., Schmidt, J. A. & Naftzger, N. J. (2018). Examining relationships among choice, affect, and engagement in summer STEM programs. Journal of Youth and Adolescence, 1-14.

Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1), n1.

Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30.

Büyüköztürk, Ş. (2012). Bilimsel Araştırma Yöntemleri (18. Baski). Ankara: Pegem Akademi Yayımcılık.

Chesloff, J. D. (2013). STEM education must start in early childhood. Education Week, 32(23), 27-32.

Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: implications for educating our teachers for the age of innovation. Egitim ve Bilim, 39(171).

Clements, D. H. & Sarama, J. (2016). Math, science and technology in the early grades. The Future of Children, 26(2), 75-90.

Creswell, J.W. & Plano Clark, V.L. (2015). Karma yöntem araştırmaları. (Çeviri Litap). Anı Yayıncılık, 2. Baskı. Ankara.

Çevik, M. (2018). Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students. Pegem Eğitim ve Öğretim Dergisi, 8(2), 281-306.

Ensari, Ö. (2017). Öğretmen adaylarının FETEMM eğitimi ve FETEMM etkinlikleri hakkındaki görüşleri (yayınlanmamış yüksek lisans tezi). Yüzüncü Yıl Üniversitesi Eğitim Bilimleri Enstitüsü Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı Fizik Eğitimi Bilim Dalı, Van.

Erden, F.T. & Sönmez, S. (2011). “Study of Turkish preschool teachers’ attitudes toward science teaching”. International Journal of Science Education, 33(8), 1149-1168, 201.

Eshach, H. (2003). Inquiry-events as a tool for changing science teaching efficacy belief of kindergarten and elementary school teachers. Journal of Science Education and Technology, 12(4), 495-501.

Fayez, M., Sabah, S.A. & Oliemat, E. “Jordanian early childhood teachers’ perspectives toward science teaching and learning”. International Research in Early Childhood Education, 2(1), 76-95, 2011.

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. doi:10.3102/0034654312457206.

Gelman, R. & Brenneman, K. (2012). Classrooms as learning labs. In N. Stein ve S. Raudenbusch (Eds.), Developmental science goes to school. New York, NY: Routledge. 706, 113–126.

Gerde, H., Pierce,S., Lee, K. & Van Egeren, L. (2018). Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom. Early Education and Development Vol. 29, Iss. 1.

Gonzales, M. & Freyer, C. (2014). A collaborative initiative: STEM and universlly designed curriculum for at-risk prescholers. Natioanal Teacher Education Journal, 7(3), 21-29.

Gökbayrak, S. & Karışan, D. (2017). Investigating the effect of STEM based laboratory activities on preservice science teacher’s STEM awareness STEM temelli laboratuvar etkinliklerinin fen bilgisi öğretmen adaylarının STEM farkındalıklarına etkisinin incelenmesi. Journal of Human Sciences, 14(4), 4275-4288.

Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20, 238–264.

Günşen, G. & Uyanık Balat, G. (2017). Okul Öncesi Dönemde STEM Yaklaşımı. Okul Öncesi Dönemde Fen Eğitimi içinde (s.137-156). Ed. Berrin Akman, Gülden Uyanık Balat, Tülin Güler Yıldız. Anı Yayıncılık, Ankara.

Gürbüz, S. & Şahin, F. (2016). Araştırma evreni ve örnekleme, Sosyal Bilimlerde Araştırma Yöntemleri Felsefe-Yöntem-Analiz (123-144). Seçkin Yayın Evi, Ankara.

Hamlin, M., & Wisneski, D. B. (2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. Young Children, 67, 82–88.

Hobbs, L., Clark, J. C. & Plant, B. (2018). Successful Students–STEM Program: Teacher Learning Through a Multifaceted Vision for STEM Education. In STEM Education in the Junior Secondary (pp. 133-168). Springer, Singapore.

Johnson, R. B., Onwuegbuzie, A. J. & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133.

Katz, L. (2010, May). STEM in the early years. Paper presented at the SEED 2010: STEM in early education and development conference. Retrieved from http://ecrp.uiuc.edu/beyond/seed/.

Knezek, G. & Christensen, R. (2008). STEM semantics survey. Erişim: 21.12.2016, http://iittl.unt.edu/sites/default/files/STEMSemanticssurvey.pdf

Kızılay, E. (2017). STEM semantik farklılık ölçeği’nin Türkçe’ye uyarlanması. International Journal of Social Science. 58 , p. 131-144.

Kildan, O. & Pektaş, M. (2009). Erken çocukluk döneminde fen ve doğa ile ilgili konuların öğretilmesinde okulöncesi öğretmenlerinin görüşlerinin belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(1).

Kuru, N., & Akman, B. (2017). Okul öncesi dönem çocuklarının bilimsel süreç becerilerinin öğretmen ve çocuk değişkenleri açısından incelenmesi. Eğitim ve Bilim, 42(190), 269- 279.

Lachapelle, C. P., Cunningham, C. M., & Davis, M. E. (2018). Middle Childhood Education: Engineering Concepts, Practices, and Trajectories. Handbook of Technology Education, 141.

Lee, J. S. & Ginsburg, H. P., 2007. What is appropriate mathematics education for fouryear-olds? Journal of Early Childhood Research, 5,1, 2 – 31.

Leuchter, M., Saalbach, H., & Hardy, I. (2014). Designing science learning in the first years of schooling. An intervention study with sequenced learning materials on the topic of ‘floating and sinking’. International Journal of Science Education, 36(10), 1751-1771. doi:10.1080/09500693.2013.878482.

Li, X., Liu, S., DeBey, M., McFadden, K. & Pan, Y. J. (2018). Investigating Chinese preschool teachers’ beliefs in mathematics teaching from a cross-cultural perspective. Early Years, 38(1), 86-101.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

Milford, T. & Tippett, c. (2016). International Research in Early Childhood Education Vol. 6, No. 1, 2015, page 24.

Moomaw, S. & Davis, J. A. (2010). STEM comes to preschool. Young Children, 65(5), 12-18.

National Research Council (NRC). (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering and mathematics. Washington, DC: The National Academic Press.

Park, M., Dimitrow, D. M., Patterson, L. G. & Park, D.Y (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research 2017, Vol. 15(3) 275–291.

Pekbay, C. (2017). Fen teknoloji mühendislik ve matematik etkinliklerinin ortaokul öğrencileri üzerindeki etkileri (yayınlanmamış doktora tezi) Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Safiee, N., Jusoh, Z. M., Noor, A. M. H. M., Tek, O. E. & Salleh, S. M. (2018, January). An early start to STEM education among year 1 primary students through project-based inquiry learning in the context of a magnet. In IOP Conference Series: Materials Science and Engineering (Vol. 296, No. 1, p. 012023). IOP Publishing.

Sağlam, M. & Aral, N. (2015). Okul öncesi öğretmenlerin fen etkinlikleri hakkındaki görüşlerinin belirlenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 87-102.

Sandberg, A. (2002). Preschool teacher’s conceptionsof computers and play. Information Technology in Childhood Education Annual, 1, 245-263.

Schreier, M. (2014). Qualitative content analysis. In U. Flick (Ed.), The SAGE Handbook of Qualitative Data Analysis. London: SAGE.

Selvi, M. & Yıldırım, B. (2017). STEM öğretme-öğrenme modelleri: 5E öğrenme modeli, proje tabanlı öğrenme ve STEM sos modeli. Pegem Atıf İndeksi, 203-236.

Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3-20.

Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Seçkin Yayıncılık.

Tarım, K., & Bulut, M. S. (2006). Okulöncesi öğretmenlerinin matematik ve matematik öğretimine ilişkin algı ve tutumları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(32), 152-164.

Torres-Crospe, M. N., Kraatz, K. & Pallansch, L. (2014). From feraring STEM to playing with it: The natural integration of STEM into the preschool clasroom. SRATE Journal, 23(2), 8-16.

Trundle, K., & Saçkes, M. (2012). Science and early education. In R. Pianta (Ed.), Handbook of early childhood education (pp. 240-258). New York, NY: Guilford.

Uğraş, M. (2017). Okul öncesi öğretmenlerinin STEM uygulamalarına yönelik görüşleri. Eğitimde Yeni Yaklaşımlar Dergisi, 1(1), 39-54.

Umay, A. (2003). Okul öncesi öğretmen adaylarının matematik öğretmeye ne kadar hazır olduklarına ilişkin bazı ipuçları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25(25).

Uyanık Balat, G. & Günşen, G., (2017). Okul Öncesi Dönemde STEM Yaklaşımı. Akademik Sosyal Araştırmalar Dergisi. Yıl: 5, Sayı: 42, s. 337-348.

Uysal, H., Tepetaş Cengiz, Ş., Güçhan Özgül, S., Akar Gençer, A. & Akman, B. (2016). Okul öncesi öğretmenlerinin bilim defterlerine ilişkin görüşlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 10(1), 85-106.

Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 2.

Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları

Yılmaz, E., Tomris, G. & Kurt, A.A. (2016). Okul öncesi öğretmenlerinin özyeterlik inançları ve teknolojik araç-gereç kullanımına yönelik tutumları: Balıkesir ili örneği. Anadolu Journal of Educational Sciences International, 6(1), 1-26.

Yoon, J., & Onchwari, J. A. (2006). Teaching young children science: Three key points. Early Childhood Education Journal, 33, 419–423.

Yurt, Ö. & Kalburan, N.C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. Procedia Computer Science 3, 1562–1570.




DOI: https://doi.org/10.24106/kefdergi.3387

Refbacks

  • There are currently no refbacks.


indexed by TR-DİZİN, DOAJ, SOBİAD

 


Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.