|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2023, Vol. 12(2) 114-126

Evaluation of a STEM-Based Activity in a Science Course on STEM Attitudes

Serkan Sevim & Emin Demirci

pp. 114 - 126   |  Manu. Number: MANU-2312-01-0005.R1

Published online: December 30, 2023  |   Number of Views: 14  |  Number of Download: 69


Abstract

This study investigated the effect of the STEM activity developed for the 7th grade "Pure Substances and Mixtures" topic on students' attitudes towards STEM. By the research, the simple experimental research method was used as a model. The sample consisted of 63 seventh-grade students in a middle school in the Denizli province. The second author administered the activity developed for this study for six hours. Data were gathered using the Attitude Scale Towards STEM developed by Friday Institute for Educational Innovation (2012), adapted for Turkish by Ozcan and Koca (2018), and analyzed using the SPSS 25.0 program. The data obtained within the scope of the research were evaluated and discussed according to sub-dimensions and total scale scores. It was concluded that the newly developed STEM activity has improved in five sub-dimensions -mathematics, science, engineering and technology, and 21st-century skills- and total attitudes toward STEM. 

Keywords: STEM, Pure Substances and Mixtures, STEM Attitude


How to Cite this Article?

APA 6th edition
Sevim, S. & Demirci, E. (2023). Evaluation of a STEM-Based Activity in a Science Course on STEM Attitudes . Turkish Journal of Teacher Education, 12(2), 114-126.

Harvard
Sevim, S. and Demirci, E. (2023). Evaluation of a STEM-Based Activity in a Science Course on STEM Attitudes . Turkish Journal of Teacher Education, 12(2), pp. 114-126.

Chicago 16th edition
Sevim, Serkan and Emin Demirci (2023). "Evaluation of a STEM-Based Activity in a Science Course on STEM Attitudes ". Turkish Journal of Teacher Education 12 (2):114-126.

References

    Ardito, G., Mosley, P., & Scollins, L. (2014). We, robot: Using robotics to promote collaborative and mathematics learning in a middle school classroom. Middle Grades Research Journal, 9(3), 73-88.

    Ayas, A., Karamustafaoglu, S., Sevim, S., & Karamustafaoglu, O. (2002). Academicians’ and students’ views of general chemistry laboratory applications. Hacettepe University Journal of Education, 23, 50-56.

    Ayvaci, H. S., Ozbek, D., & Sevim, S. (2018). Determining teachers’ opinions towards the integration of interactive boards into teaching: Trabzon sample. E-International Journal of Educational Research, 9(1), 1-13. https://doi.org/10.19160/ijer.361922

    Ayvaci, H. S., Kucuk, M. & Bebek, G. (2023). Examining the interests of gifted students in stem professions according to some variables. Van Yüzüncü Yıl University Journal of Education, 20(1), 281-303. https://doi.org/10.33711/yyuefd.1122482

    Bagiati, A. & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher's experience. European Early Childhood Education Research Journal23(1), 112-128.

    Basu, D. (2019). Examining students’ covariational reasoning through mathematical modeling activities embedded in the context of the greenhouse effect (Doctoral dissertation). Montclair State University, Upper Montclair, NJ.

    Çepni, S. (2018). Kuramdan uygulamaya STEM eğitimi. Ankara: Pegem Academy Publishing.

    Cilengir-Gultekin, S. & Akar-Vural, R. (2019). The effects of drama based early STEM program on scientific process and creative thinking in preschool education. Turkish Journal of Teacher Education, 8(2), 67-83. http://tujted.com/

    Corlu, M. S. & Calli, E. (2017). STEM kuram ve uygulamaları. İstanbul: Pusula Publishing.

    Corlu, M. S. (2016). STEM eğitimi ve uygulamaları [STEM education and its applications]. Bahçeşehir Dünyası, 5, 42-43.

    Creswell, J. W. (2003). Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage Publications.

    Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills (pp. 51–76). Bloomington, IN: Solution Tree Press.

    English, L. D. (2015). STEM: Challenges and opportunities for mathematics education. In K. Beswick, T. Muir, & J. Fielding-Wells (Ed.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, (pp. 4–18). Hobart: University of Tasmania.

    English, L. D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(1), 1–8.

    English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5–24.

    Freeman, K.  E.  Alston, S.  T.  & Winborne, D.  G.  (2008).  Do learning communities enhance the quality of students’ learning and motivation in STEM? Journal of Negro Education, 77, 227-240.

    Friday Institute for Educational Innovation (2012). Middle and high school STEM-student survey. Raleigh, NC.

    Gulhan, F. & Sahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5 th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602-620. https://www.j-humansciences.com/

    Gurbuz, R. & Dogan, M. F. (2018). Matematiksel modellemeye disiplinler arası bakış: Bir STEM yaklaşımı. Ankara: Pegem Academy Publishing

    Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271–279.

    Hamarat, E. (2019). In focus on 21st century skills Turkiye’s education policy. SETA/Analysis, 272. https://setav.org/assets/uploads/2019/04/272A.pdf

    Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. & Carberry, A. (2011). Infusing engineering design into high school STEM courses. http://ncete.org/flash/pdfs/Infusing%20Engineering%20

    Knezek, G., Christensen, R., Tyler-Wood, T. & Periathiruvadi S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123.

    Kucuk, M. & Sevim, S. (2022). Scientific research methods in education. Ankara: Nobel Academical Publishing

    MDOE [Massachusetts Department of Education]. (2010). Technology/engineering concept and skill progression. http://westonk5science.pbworks.com/f/TechnologyEngineering.doc

    MNE [Ministry of National Education] (2016). STEM eğitimi raporu. Ankara: Ministry of National Education General Directorate of Innovation and Educational Technologies. https://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf

    Naizer G., Hawthorne, M. J. & HenleyT. B. (2014). Narrowing the gender gap: Enduring changes in middle school students’ attitude toward math, science, and technology. Journal of STEM Education: Innovations and Research, 15(3), 29–34.

    NASA [National Aeronautics and Space Administration]. (2015). Let it glide: Engineering Design Challenge Facilition Guide. https://www.nasa.gov/glennedcs-let-it-glide

    Ozcan, H. & Koca, E. (2018). Turkish adaptation of the attitude towards STEM scale: A validity and reliability study. Hacettepe University Journal of Education, 34(2), 387-401. https://doi.org/10.16986/HUJE.2018045061  

    Rehmat, A. P. (2015). Engineering the path to higher-order thinking in elementary education: A problem-based learning approach for STEM integration (Doctoral thesis). University of Nevada, Las Vegas, USA. http://dx.doi.org/10.34917/7777325

    Ricks, M. M. (2006). A study of the impact of an informal science education program on middle school students’ science knowledge, science attitude, STEM high school and college course selections, and career decisions (Doctoral thesis). The University of Texas, Austin.

    Sahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Educational Sciences: Theory and Practice, 14(1), 309-322.

    Sevim, S. & Ayvaci, H. S. (2012). The effect of web-based teaching on science and technology course. Journal of Bayburt Education Faculty, 7(2), 1-19. https://dergipark.org.tr/en/pub/befdergi

    Sevim, S. (2012). Portfolio applications in science teaching. Energy Education Science Technology-Part B, 4, 687-694.

    Sevim, S. (2013). Evaluation of microteaching applications through student teachers’ views. Dicle University Journal of Ziya Gokalp Faculty of Education, 21, 303-313.

    Sevim, S. (2020). The change of secondary school students' environmental consciousness, attitude and behaviors with nature education project. Higher Education Studies, 10(2), 82-94.

    Sevim, S., & Ayvaci, H. S. (2020). Pre-service teachers' beliefs about socioscientific issues: Nuclear energy. Journal of Education in Eskisehir Osmangazi University Turkic World Apply and Research Center, 5(1), 25-39. https://dergipark.org.tr/en/pub/estudamegitim

    Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistic. USA: Pearson.

    Trochim, W. M. K. (2001). The research methods knowledge base. Cincinnati, OH: Atomic Dog Publishing.

    Tseng, K.H., Chang, C.C, Lou, S. J. & Chen W. P. (2013). Attitudes towards science, technology, engineering and mathematics  (STEM)  in  a  project-based  learning  (PjBL) environment. International Journal Technology Design Education, 23, 87–102.

    Umut, S. (2022). Evaluation of secondary school 7th grade science textbook according to teachers' opinions in terms of 21st century learning and innovation skills (Master thesis). Mugla Sitki Kocman University, Institute of Educatrional Scieences, Mugla, Turkiye.

    Wendell, K. B. & Rogers, C. (2013). Engineering design-based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513-540.

    Wendell, K. B., Swenson, J. E. & Dalvi, T. S. (2019). Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design. Journal of Research in Science Teaching, 56(7), 956-982. http://dx.doi.org/10.1002/tea.21541.

    Winarno, N., Rusdiana, D., Samsudin, A., Susilowati, E., Ahmad, N. J. & Afifah, R. M. A. (2020). The steps of the engineering design process (EDP) in science education: A systematic literature Review. Journal for the Education of Gifted Young Scientists, 8(4), 1345-1360. http://dx.doi.org/10.17478/jegys.766201

    Yamak, H., Bulut, N. & Dundar, S. (2014). The impact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science. Gazi University, Journal of Gazi Faculty of Education, 34(2), 249-265. https://doi.org/10.17152/gefd.15192