Sınıf öğretmenlerinin STEM yaklaşımına yönelik farkındalıklarının , yeterliklerinin ve tutumlarının incelenmesi
Yükleniyor...
Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı sınıf öğretmenlerinin STEM yaklaşımına yönelik farkındalık, yeterlik ve tutumlarının belirlenmesidir. Araştırma nicel araştırma yöntemlerinden tarama modelinde bir çalışmadır. Araştırmanın evrenini İzmir ili Milli Eğitim Bakanlığı’na bağlı devlet okullarında görev yapan sınıf öğretmenleri oluşturmaktadır. Örneklem seçiminde veri toplamak için uygun örnekleme yöntemi kullanılmış ve 298 sınıf öğretmenine ulaşılmıştır. Araştırmada veri toplama aracı olarak “STEM Farkındalık Ölçeği” ve “İlkokul Öğretmenleri için STEM Yeterlik ve Tutum Ölçeği” kullanılmıştır. Ölçeklerin uygulanmasından elde edilen veriler SPSS 24.0 programı kullanılarak analizleri yapılmıştır. Verilerin analizinde betimsel istatistikler (frekans, yüzde, aritmetik ortalama ve standart sapma), t-testi, ANOVA ve korelasyon kat sayıları hesaplanmıştır.
Sınıf öğretmenlerinin STEM yaklaşımına yönelik farkındalık, yeterlik ve tutum düzeylerinin mesleki kıdem, mezun olunan okul, yaş, cinsiyet değişkenlerine göre anlamlı farklılık oluşturmadığı bulgusuna ulaşılmıştır. Ölçeklerin alt boyutları incelendiğinde; alt boyutlarda da görev yapılan sınıf seviyesi ve yaşa göre anlamlı farklılık bulunamamıştır. Ancak mesleki kıdem ve cinsiyet değişkeninin öğretmenlerin STEM farkındalıklarına ilişkin olumsuz bakış faktöründe ve öğretmenlerin 21.yüzyıl öğrenme tutumlarında anlamlı farklılık oluşturduğu sonucuna varılmıştır. Mezun olunan okul ve mesleki kıdem değişkeninin ise öğretmenlerin matematik öğretimine yönelik özyeterlik inancı ve sonuç beklentileri üzerinde anlamlı farklılıklar oluşturduğu bulunmuştur. Araştırma sonucunda öğretmenlerin STEM yaklaşımına yönelik farkındalıkları ile yeterlik ve tutumları arasındaki ilişkinin anlamlı ve zayıf olduğu ortaya çıkmıştır.
The aim of this study is to determine classroom teachers' awareness, competencies and attitudes towards STEM approach in terms of different variables. The methodological approach taken in this study is survey reseach design, which is one of the quantitative research methods. The population of the study consists of classroom teachers working in public schools of the Ministry of National Education in Izmir. The sample was selected through convenience sampling method in order to collect data and 310 classroom teachers were reached. “STEM Awareness Scale" and "The Elementary T-STEM Survey” were used as data collection tools. The data obtained from the implementation of the scales were statistically analyzed by using SPSS 24.0 programme. Descriptive statistics (frequency, percentage, arithmetic mean and standard deviation), t-test, ANOVA and correlation analysis were performed to analyze the data. It was found that the awareness, competence and attitude levels of classroom teachers towards STEM approach did not differ significantly according to the variables of professional seniority, graduate university, age and gender. When the sub-dimensions of the scales were examined; it was revealed that there was no significant difference in the sub-dimensions according to the level of class and age. However, it was concluded that professional seniority and gender variables had a significant difference in the factor of teachers' negative points of view regarding STEM awareness and teachers' learning attitudes of 21st century. On the other hand, it was found that the variables of graduate university and professional seniority had significant differences on teachers' self-efficacy beliefs and outcome expectations for mathematics teaching. As a result of this research, it was found out that the relationship between teachers' awareness of STEM approach and their competencies and attitudes was significant and weak.
The aim of this study is to determine classroom teachers' awareness, competencies and attitudes towards STEM approach in terms of different variables. The methodological approach taken in this study is survey reseach design, which is one of the quantitative research methods. The population of the study consists of classroom teachers working in public schools of the Ministry of National Education in Izmir. The sample was selected through convenience sampling method in order to collect data and 310 classroom teachers were reached. “STEM Awareness Scale" and "The Elementary T-STEM Survey” were used as data collection tools. The data obtained from the implementation of the scales were statistically analyzed by using SPSS 24.0 programme. Descriptive statistics (frequency, percentage, arithmetic mean and standard deviation), t-test, ANOVA and correlation analysis were performed to analyze the data. It was found that the awareness, competence and attitude levels of classroom teachers towards STEM approach did not differ significantly according to the variables of professional seniority, graduate university, age and gender. When the sub-dimensions of the scales were examined; it was revealed that there was no significant difference in the sub-dimensions according to the level of class and age. However, it was concluded that professional seniority and gender variables had a significant difference in the factor of teachers' negative points of view regarding STEM awareness and teachers' learning attitudes of 21st century. On the other hand, it was found that the variables of graduate university and professional seniority had significant differences on teachers' self-efficacy beliefs and outcome expectations for mathematics teaching. As a result of this research, it was found out that the relationship between teachers' awareness of STEM approach and their competencies and attitudes was significant and weak.
Açıklama
Anahtar Kelimeler
STEM Yaklaşımı, STEM Farkındalığı, STEM Yeterlik Ve Tutum, Sınıf Öğretmenleri, STEM Education, STEM Awareness, STEM Self-Efficacy And Attitude Elementary School Teacher
