STEM uygulamalarının öğrencilerin STEM farkındalıkları üzerine ve 'Üçgenler' ünitesindeki başarılarının kalıcılık düzeyine etkisi
Küçük Resim Yok
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, lise 9. sınıf matematik dersi "Üçgenler" ünitesinde STEM etkinlikleri ile işlenen derslerin öğrencilerin STEM farkındalıklarına, başarılarının kalıcılığına etkisi ve öğrencilerin STEM yaklaşımı ile ilgili görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada karma yöntem kullanılmıştır. Araştırmanın nicel kısmı, iki grup ön test-son test deney-kontrol grubu yarı deneysel desenden, nitel kısım ise durum çalışması deseninden oluşmaktadır. Araştırma, 2018-2019 eğitim öğretim yılının ikinci döneminde Türkiye'nin kuzeydoğusunda yer alan MEB'e bağlı bir lisede eğitim gören 33 öğrenciyle gerçekleştirilmiştir. Çalışmanın başında deney ve kontrol gruplarına Üçgen Başarı Testi (ÜBT) ve deney grubuna FeTeMM Farkındalık Ölçeği(FFÖ) uygulanmıştır. Araştırmada deney grubu öğrencileri 5 hafta boyunca STEM etkinlikleri ile öğrenimini sürdürürken, dersler kontrol grubunda güncel matematik dersi müfredatına göre yürütülmüştür. Deney ve kontrol grubuna hem uygulama sonunda akademik başarılarını incelemek için, hem de uygulama bitiminden beş hafta sonra başarının kalıcılığını incelemek için ÜBT uygulanmıştır. Ayrıca deney grubuna STEM farkındalık durumundaki değişimi tespit etmek için FFÖ son testi uygulanmıştır. Deney grubundan gönüllü seçilen 6 öğrenci ile görüşme yapılmıştır. ÜBT ve FFÖ'den alınan veriler istatistik programında analiz edilmiştir. Araştırma sonucunda; STEM etkinliklerinin öğrencilerin akademik başarılarını artırdığı ve başarılarında kalıcılık sağladığı görülmüştür. Öğrencilerle yapılan görüşmelerin içerik analizi yapılmış ve STEM etkinliklerinin, öğrencilerin akademik başarılarına, başarılarının kalıcılığına olumlu etkisi bulunduğu sonucuna ulaşılmıştır.
In this study, it was aimed to determine the students' opinions about STEM approach and the effect of mathematics-oriented STEM activities on the STEM awareness and achievement of students in the "Triangles" unit of high school 9th grade mathematics course. In the research, mixed method was used. The quantitative part of the research consists of two groups of pretest-posttest experimental-control group quasi-experimental design and the qualitative part consists of case study design. Research was made in the second term of the 2018-2019 academic year and conducted with 33 9th grade students in two different classes in a high school, located in a province in northeastern Turkey, attached to the Ministry of Education. At the beginning of the study, Triangle Achievement Test (TAT) was applied to the experimental and control groups, and STEM Awareness Scale (SAS) was applied to the experimental group. In the research, while the experimental group students continued their education with STEM activities for 5 weeks, the lessons were conducted according to the current mathematics curriculum in the control group. The experimental and control groups were administered "TAT" both to examine their academic achievement at the end of the application and to examine the permanence of achievement five weeks after the end of the application. In addition, SAS posttest was applied to the experimental group to determine the change in STEM awareness. 6 volunteer students from the experimental group were interviewed. Data obtained from TST and SAS were analyzed in SPSS.18 program. As a result of the research, it was seen that STEM activities increased students' academic achievement and provided a permanence of the achievement. The content analysis of the interviews with the students was conducted and it was concluded that STEM activities had a positive effect on the students' academic achievement and the permanence of the achievement.
In this study, it was aimed to determine the students' opinions about STEM approach and the effect of mathematics-oriented STEM activities on the STEM awareness and achievement of students in the "Triangles" unit of high school 9th grade mathematics course. In the research, mixed method was used. The quantitative part of the research consists of two groups of pretest-posttest experimental-control group quasi-experimental design and the qualitative part consists of case study design. Research was made in the second term of the 2018-2019 academic year and conducted with 33 9th grade students in two different classes in a high school, located in a province in northeastern Turkey, attached to the Ministry of Education. At the beginning of the study, Triangle Achievement Test (TAT) was applied to the experimental and control groups, and STEM Awareness Scale (SAS) was applied to the experimental group. In the research, while the experimental group students continued their education with STEM activities for 5 weeks, the lessons were conducted according to the current mathematics curriculum in the control group. The experimental and control groups were administered "TAT" both to examine their academic achievement at the end of the application and to examine the permanence of achievement five weeks after the end of the application. In addition, SAS posttest was applied to the experimental group to determine the change in STEM awareness. 6 volunteer students from the experimental group were interviewed. Data obtained from TST and SAS were analyzed in SPSS.18 program. As a result of the research, it was seen that STEM activities increased students' academic achievement and provided a permanence of the achievement. The content analysis of the interviews with the students was conducted and it was concluded that STEM activities had a positive effect on the students' academic achievement and the permanence of the achievement.
Açıklama
Lisansüstü Eğitim Enstitüsü, Fen ve Matematik Alanlar Eğitimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
