STEM temelli LEGO-Robot etkinliklerinin ilkokul 4. sınıf öğrencilerinin mühendislik algılarına, 21. yy becerilerine ve bilimsel yaratıcılıklarına etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, STEM temelli LEGO-robot etkinliklerinin ilkokul 4. sınıf öğrencilerinin mühendislik algılarına ve 21.yy. becerilerine ve bilimsel yaratıcılıklarına etkisinin araştırılmasıdır. Araştırmada "ön test- son test kontrol gruplu desen" kullanılmış ve seçkisiz atama ile iki grup belirlenmiştir. Araştırmaya 2019-2020 öğretim yılında İzmir ili Bornova ilçesinde devlet okulda öğrenim görmekte olan 55 dördüncü sınıf öğrencisi katılmıştır. Araştırmada veri toplama araçları olarak "Çok Boyutlu 21. yy. Becerileri Ölçeği", "Bilimsel Yaratıcılık Ölçeği" ve "Bir Mühendis Çiz" ölçeği kullanılmıştır. Ölçekler ön test olarak uygulanmış ve ardından deney grubu ile 13 hafta süren STEM temelli LEGO-Robot etkinlikleri uygulanmıştır. Kontrol grubunda ise öğretim programında önerilen şekilde ders süreci devam etmiştir. Daha sonra ölçekler son test olarak her iki gruba da uygulanmıştır. Araştırma sonuçları, ilkokul öğrencilerinin 21.yy. becerilerine ilişkin son test puanlarında deney ve kontrol grubu arasında istatistiksel olarak anlamlı bir fark bulunmadığını göstermiştir. Ancak ölçeğin alt boyutları incelendiğinde; "Bilgi ve Teknoloji Okuryazarlığı" alt boyutunda gruplar arası deney grubu lehine anlamlı bir farka rastlanmıştır. Deney grubunda "Eleştirel Düşünme ve Problem Çözme Becerileri" ve "Girişimcilik ve İnovasyon Becerileri" alt boyutlarında uygulama öncesi ve sonrası arasında anlamlı bir fark gözlenmiştir. Kontrol grubunda bu değişkenlerde istatistiksel fark bulunmamıştır. Deney grubu öğrencilerinin uygulama öncesi mühendislik çağrışımlarında mühendisi bina yapan, tasarlayan ve inşaat ile uğraşan, inşaatçı, mimar ve bilgisayarla uğraşan kişi olarak tanımladıkları görülmüştür. Uygulama sonrasında ise öğrenciler mühendisi inşaat, bilgisayar, gıda mühendisi, inşaat mühendisi, bilgisayar mühendisi, tasarım-çizim yapan, elektrikle uğraşan, ev-yapı yapan, teknoloji, gibi daha teknik ve mühendislik kavramlarıyla ifade etmişlerdir. Öğrencilerin mühendis algılarında vurgu yaptıkları özelliklerle bakıldığında deney grubu öğrencilerinin araştırmacılık alanında bir artış olduğu görülmüştür. Öğrencilerin mühendislik mesleğine yönelik algılarında, cinsiyetine yönelik ön test sonuçlara bakıldığında kız öğrencilerin daha çok kadın mühendis çizdikleri görülmektedir. Erkek öğrencilerin ise mühendisi daha çok erkek olarak çizerlerken bir kısmı da cinsiyetsiz mühendis çizmişlerdir. Ayrıca STEM temelli LEGO-robot etkinliklerinin ilkokul 4. sınıf öğrencilerinin bilimsel yaratıcılıklarını geliştirdiği tespit edilmiştir. Anahtar Sözcükler: 21. yy. becerileri, Bilimsel yaratıcılık, İlkokul STEM eğitimi, LEGO-Robot etkinlikleri, Mühendislik algısı
The aim of this study is to investigate the effects of STEM-based LEGO-robot activities on the engineering perceptions and 21st-century skills and scientific creativity of primary school 4th-grade students. In the study, two groups were determined by random assignment using the "pretest-posttest control group design". In the 2019-2020 academic year, 55 fourth-grade students studying at a public school in Bornova, Izmir participated in the research. Multidimensional 21st Century Skills Scale, Scientific Creativity Scale and Draw an Engineer Scale were used in data collection tools in the research. The scales were applied as a pre-test, and then STEM-based LEGO-Robot activities lasting 13 weeks were applied to the experimental group. In the control group, the course process which is recommended by the curriculum continued. Then, the scales were applied to both groups as a post-test. When the post-test scores of the students regarding 21st-century skills were examined, no statistically significant difference was found between the groups. However, when the subscale scores are examined; a significant difference was found between the groups only in the "Information and Technology Literacy" sub-dimension. A significant difference was observed between the pre-posttest sub-dimensions of "Critical Thinking and Problem-Solving skills and "Entrepreneurship and Innovation Skills" in the experimental group. No statistical difference was found in the control group. It was observed that the students in the experimental group defined the engineer as a person who builds, designs and deals with construction, builder, architect and computer in the engineering connotations before the application. After the application, the students expressed the engineer with more technical and engineering concepts such as construction, computer, food engineer, civil engineer, computer engineer, design-drawing, electrical, home-builder, technology. Considering the characteristics that the students emphasized in their engineers' perceptions, it was seen that there was an increase in the research field of the experimental group students. The engineering gender in students' perceptions, female students draw more female engineers at the pre-test results. On the other hand, male students drew the engineer as a male, and some of them drew a genderless engineer. When the findings on the effects of STEM-based LEGO-robot activities on the scientific creativity of primary school 4th-grade students are examined; A significant difference was observed between pre-test and post-test scores, and it was determined that STEM-based LEGO-robot activities developed students' scientific creativity. Keywords: 21st Century skills, Engineering perception, LEGO-Robot activities, Primary school STEM education, Scientific creativity.
The aim of this study is to investigate the effects of STEM-based LEGO-robot activities on the engineering perceptions and 21st-century skills and scientific creativity of primary school 4th-grade students. In the study, two groups were determined by random assignment using the "pretest-posttest control group design". In the 2019-2020 academic year, 55 fourth-grade students studying at a public school in Bornova, Izmir participated in the research. Multidimensional 21st Century Skills Scale, Scientific Creativity Scale and Draw an Engineer Scale were used in data collection tools in the research. The scales were applied as a pre-test, and then STEM-based LEGO-Robot activities lasting 13 weeks were applied to the experimental group. In the control group, the course process which is recommended by the curriculum continued. Then, the scales were applied to both groups as a post-test. When the post-test scores of the students regarding 21st-century skills were examined, no statistically significant difference was found between the groups. However, when the subscale scores are examined; a significant difference was found between the groups only in the "Information and Technology Literacy" sub-dimension. A significant difference was observed between the pre-posttest sub-dimensions of "Critical Thinking and Problem-Solving skills and "Entrepreneurship and Innovation Skills" in the experimental group. No statistical difference was found in the control group. It was observed that the students in the experimental group defined the engineer as a person who builds, designs and deals with construction, builder, architect and computer in the engineering connotations before the application. After the application, the students expressed the engineer with more technical and engineering concepts such as construction, computer, food engineer, civil engineer, computer engineer, design-drawing, electrical, home-builder, technology. Considering the characteristics that the students emphasized in their engineers' perceptions, it was seen that there was an increase in the research field of the experimental group students. The engineering gender in students' perceptions, female students draw more female engineers at the pre-test results. On the other hand, male students drew the engineer as a male, and some of them drew a genderless engineer. When the findings on the effects of STEM-based LEGO-robot activities on the scientific creativity of primary school 4th-grade students are examined; A significant difference was observed between pre-test and post-test scores, and it was determined that STEM-based LEGO-robot activities developed students' scientific creativity. Keywords: 21st Century skills, Engineering perception, LEGO-Robot activities, Primary school STEM education, Scientific creativity.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, 21. yüzyıl, 21. century, FeTeMM, STEM, STEM eğitim yöntemi, STEM training method
