STEM Educaion

Analysis needs to be done to ensure that products in the development of the module can meet the needs of users. This study uses 10 primary school teachers to identify the requirements and specifications of the module-based science, technology, engineering and mathematics (STEM) for teaching and learning approaches in Visual Arts Education among elementary school students. Data were collected using semi-structured interviews with selected respondents participation through purposive sampling method aims. The qualitative data from this interviews, categorized and analyzed to identify themes. Three main themes have been identified. (1) The STEM suitable for the development of teaching and learning among elementary school students, (2) The existing teaching methods do not focus on the approach of intergated studies, (3) Teachers need resources and effective material for a multidisciplinary approach or easy integration for the content of teaching art education. These findings will be used to establish and develop modules in the next stage. This study discusses the concept of modular design, implementation strategies and outcomes.

For many years the need to educate and support our teachers to implement science and mathematics education has been ongoing throughout the world (National Academies of Sciences, Engineering, and Medicine, 2019; Mundry et al., 2009). In more recent years, this call has extended to include teaching through integrated science, technology, engineering, and mathematics (STEM) subjects as a vehicle to learn disciplinary core ideas, science and engineering practices, and cross-cutting concepts (NGSS Lead States, 2013). This book includes three sections: Learning Contexts in Teaching of STEM Disciplines, STEM Teacher Education, and Components Related to Students' STEM Learning Experiences. The first section of this book explores two unique contexts in which STEM education is being developed. The first chapter describes the current literature on the application of SocioScientific Issues to teach STEM in inclusive settings. The second chapter describes the development of public residential STEM High Schools in Egypt, completely reimagining how STEM is addressed in that country. The second section will explore aspects of teacher professional development in STEM as well as the motivations for teachers to learn and improve their STEM pedagogy. Specifically, the first chapter illuminates teachers’ motivation and practices in STEM implementation. The second chapter describes the demands on and resources for STEM implementations for teachers and the effect these factors have on their job satisfaction. The third chapter in this section describes the analysis of video reflections and personal reflective accounts of a female preservice teacher, exploring self-efficacy, belonging, and identity in learning STEM content through the lens of gender. The final chapter also explores gender as a variable along with problem solving skills to explore the impact of these variables on STEM awareness levels of classroom teachers. These chapters illuminate challenges faced in preparing and developing STEM educators as well as the mindset and motivations of teachers in these fields. The last section dives into issues related to STEM learning experiences for students. The first chapter reports findings from a meta-analytic study investigating the relationship between self-efficacy and interest in a STEM career and the various student factors that influence this relationship. The second chapter analyzes the STEM identity from an international perspective. The final study investigates the effects of computer simulations on students’ conceptual understanding of physics and scientific ideas.

Bu araştırmanın amacı fen bilimleri öğretmenlerinin STEM odaklı ders uygulamalarının incelenmesidir. Nitel araştırma yönteminin esas alındığı bu çalışma; fen bilimleri öğretmenlerinin STEM odaklı ders uygulamalarının incelendiği bir durum çalışması olarak planlanmıştır. Araştırmanın çalışma grubunu Samsun ilinin çeşitli ilçelerinde görev yapmakta olan 10 fen bilimleri öğretmeni oluşturmaktadır. Araştırmanın veri kaynağını, araştırmacılar tarafından hazırlanan soru formu ve gözlemci alan notları oluşturmaktadır. Çalışma grubunu oluşturan fen bilimleri öğretmenlerinin STEM eğitimine ilişkin görüş ve ihtiyaçları belirlenmiş, bu doğrultuda STEM eğitimine yönelik mesleki gelişim programı hazırlanmıştır. STEM eğitimi mesleki gelişim programı, teorik ve uygulama içerikli olarak 10 gün-80 saat planlanmış, sürmüştür. Bu eğitimin aşaması olarak öğretmenler, STEM odaklı ders planları geliştirmiş, geliştirdikleri etkinliklere alan uzmanları tarafından dönüt sağlanmış ve etkinliklere son hali verilmiştir. Araştırmacı, öğretmenlerin STEM uygulamalarını gözlemci olarak izlemiş ve gözlem notu tutmuştur. Ayrıca öğretmenlerin uygulamaları sonrasında süreçte yaşadıkları ile ilgili görüşlerinin toplanması amacıyla araştırmacılar tarafından geliştirilen soru formu uygulanmıştır. Araştırma kapsamında toplanan veriler içerik analizine tabi tutulmuş, iki araştırmacı tarafından kodlanarak, tema ve kodlara ulaşılmıştır.
Öğretmenlerin STEM odaklı etkinlikleri uygularken; sınıf ve zaman yönetimi, değerlendirmede bilgi eksikliği, sınav telaşındaki veli ve öğrencilerin STEM etkinliklerini gereksiz görmesi, müfredat yetiştirme kaygısı gibi zorluklarla karşılaştıkları tespit edilmiştir. STEM odaklı etkinlikleri uygulamanın öğrenme ortamına olumlu katkısı olduğu, öğrencilerin sürekli aktif olduğu eğlenceli, etkili ve kalıcı bir öğrenme ortamı oluştuğu, eleştirel düşünme, araştırma, sorgulama vb. becerilerin gelişimine katkı sağlandığı, bilimsel konuların derinlemesine irdelendiği ve akran öğrenmesinin gerçekleşmesine katkı sağlar nitelikte olduğu belirlenmiştir. Bunun yanı sıra öğretmenlerin, STEM odaklı etkinlikleri uygulamanın öğrencilerin fen dersine karşı olumsuz görüşlerinin olumluya dönmesini sağladığını, bilimsel okuryazarlık ve merak duygusunu geliştirdiğini, öğrencilerin kendini ve yeteneklerini keşfettiğini, pasif öğrencilerin dahi derse katıldığını, etkili ve kalıcı öğrenmenin sağlandığını düşündükleri tespit edilmiştir.

STEM; as well as being an approach which is the abbreviation of the words Science, Technology, Engineering, and Mathematics and covers these areas. STEM approach inevitably exists in pre-school education as it represents an education model which is inter-disciplinary and towards practice.
The overall purpose of this study is to examine the applicability and effectiveness of the STEM approach for preschool education. Conducted in three stages, the study firstly focused on the fundamental prerequisites in terms of physical capacity and teacher skills and competencies required for a successful application of the STEM approach for preschool education. At the second stage, the focus was on the development of a trainer education program for the STEM method to be implemented for preschool education, implementation of the program, problems that arise during the implementation process and the solutions to address these problems. At the third stage, preschool teachers’ skills to develop STEM activities, implement such activities in a real classroom environment and manage the processes were examined. Additionally, the study also examined the impact of activities developed according to the STEM approach on cognitive processes, social product development, team work and presentation skills of the students.
Research was based on the technical/scientific/collaborative model of action research. The study was conducted in a private school in Gaziantep during the 2017-2018 academic year with three preschool teachers and 57 preschool children.
After a review of whether the school had suitable characteristics for the STEM approach, the prerequisites required for an implementation of the STEM approach were set out. Then a two-and-a-half-month long STEM trainer education program consisting of ten sessions (eight main sessions and two additional sessions) was developed and applied. Solution proposals were developed to address the issues that emerged during the implementation process. At the next stage, teachers that received trainer education implemented activities in the context of the STEM approach in their own classes under the mentorship of a researcher. Within this process, the extent to which teachers were able to transfer their STEM skills to an actual classroom environment as well as the problems that emerged during the process were identified and solution proposals were developed. At the last stage, the effectiveness of STEM activities on the children was examined.
Various qualitative and quantitative data collection tools were used for purposes of the research, such as annual and monthly plans of the school, photos of the education environment, resumes of teachers, STEM activities developed by the teachers, Semi-Structured Interviews, the Information-Based Life Problem Rubric, the STEM Lesson Plan Rubric, an Assessment Test for Teachers, the STEM Trainer Education Evaluation Survey, the Cognitive Process: Engineering Rubric, the Social Product General Rubric, the Social Product: Team Work Rubric, the Semi-Structured Observation Form and Teacher Journals.
Data obtained from qualitative data collection tools were subjected to descriptive and content analysis whereas data obtained from quantitative data collection tools were analyzed using the Wilcoxon Signed Rank Test and the Friedman Test in combination with the arithmetic mean, standard deviation, frequency and percentage calculations via the SPSS 23.0 Package Software.
According to the research results, even though preschool teachers have a positive attitude towards the STEM approach in education, preschool education institutions are open to development in terms of technical, physical and human capacities to fully implement the STEM method.
The study found that participants managed to transfer the skills and competences they acquired during the purpose-designed STEM trainer education to the classroom environment. Teachers were found to be lacking with regards to preparing Information-Based Life Problem Rubrics and lesson plans for the STEM. However, it was seen that the said deficiencies were properly addressed with the solution suggestions.
Additionally, it was established that the implementation of in-class STEM activities had a positive and permanent effect on the social product development, team work, social product presentation and engineering skills of preschool students as well as their cognitive processes. As a result, we can conclude that the STEM approach can be implemented effectively for preschool education. The study also contains a set of recommendations for researchers, policy developers and practitioners.

Keywords: STEM, STEM junior, pre school, STEM approach, action research

Bu araştırmanın amacı çeşitli branşlarda görev alan öğretmenlerin STEM eğitimine yönelik görüşlerinin incelenmesidir. Araştırma nitel araştırma yöntemlerinden durum çalışmasıyla desenlenmiştir. Araştırmanın çalışma grubunu amaçlı örnekleme yöntemiyle seçilen çeşitli branşlardaki yedi öğretmenden oluşturmaktadır. Verilerin toplanmasında araştırmacılar tarafından geliştirilen yapılandırılmış görüşme formu kullanılmıştır. Çalışma grubundan elde edilen veriler nitel araştırma yöntemlerinde sıklıkla kullanılan içerik analizi yöntemiyle çözümlenmiştir. Yapılan analizler sonucu toplam beş tema oluşturulmuştur. Öğretmenlerin STEM eğitimine yönelik görüşlerinin genellikle olumlu olduğu görülmektedir. Bu bağlamda STEM’e yönelik tanım temasında çok disiplinlilik; öğrenciye etki temasında 21 yüzyıl becerileri; Türkiye’de STEM Eğitimi temasında popülist yaklaşımlar; yapılan yanlışlar temasında anlaşılamama; entegrasyon temasında alt yapı ve donanıma yönelik görüşlerin vurgulandığı sonucuna ulaşılmıştır.

Problem Statement: The resiliency is seen as one of the most imports skills in 21st century since the meaning of resiliency is solving problems, being aware of strengths and assets, while managing emotions.
Research Questions: For that reason, how improving the resiliency skills of the youth by empowering Emotional Intelligence (EI) is investigated by making the comparative study at different Turkish universities.
Purpose of the Study: In this research, the effects of developing EI, particularly the leadership and empathy as interpersonal and intrapersonal skills, on improving resiliency were seriously examined. Since the skills of resilience were solving problems, being aware of strengths and assets while managing emotions, empowering the youth’s EI was directly affecting their achievements habits. Research Methods: In the research, a phenomenological analysis was preferred by collecting the data of the perceptions of the young researchers (43), who were involved in innovation-based activities. After collecting the data according to the concepts of EI, the skills in resiliency were analyzed in NVivo 10. The results were also studied in terms of gender differences and STEM fields. Findings: The results showed the women were more successful in developing the skills of resiliency than those of men since they were much better in empowering EI, particularly in their leadership skills and empathy. Since most of the innovation and research-based activities were directly related to need analyzes of the problems, the EI skills helped the participants in the skills of resiliency. Conclusions: In conclusion, EI played important and crucial roles in developing the skills of resiliency, particularly in controlling emotions and solving any kind of problems. Additionally, while the participants’ interpersonal and intrapersonal intelligence levels had significantly increased, one of the resiliency skills, being aware of strengths and assets, had improved as well. So, the achievement habits of the participants had empowered.

Analysis needs to be done to ensure that products in the development of the module can meet the needs of users. This study uses 10 primary school teachers to identify the requirements and specifications of the module-based science, technology, engineering and mathematics (STEM) for teaching and learning approaches in Visual Arts Education among elementary school students. Data were collected using semi-structured interviews with selected respondents participation through purposive sampling method aims. The qualitative data from this interviews, categorized and analyzed to identify themes. Three main themes have been identified. (1) The STEM suitable for the development of teaching and learning among elementary school students, (2) The existing teaching methods do not focus on the approach of intergated studies, (3) Teachers need resources and effective material for a multidisciplinary approach or easy integration for the content of teaching art education. These findings will be used...

In this paper, I will discuss the possibilities of, and foreseeable difficulties with, integrating STEM topics into a middle school science curriculum in the U.S. This discussion relates my views to the following documents: The current Georgia Performance Standards for 8th grade Physical Science (which do, at least in principle, require integration of Science Process Skills and knowledge of the Nature and Practice of Science, but do not emphasize integrated STEM understandings) and The middle school physical science-related aspects of the Next Generation Science Standards (which clearly urge the integration of scientific facts and concepts with mathematical understandings and engineering principles) I have taught science in secondary schools for six years and what I found most disturbing or uncomfortable was the fact that there were some content that did not make any sense to the students. In those instances students would ask question like " why do I care?" "This is too abstract". In order to circumvent this frustrating moment for students, I had to try to not just engage the students in lab experiments, which most often were boring because of ill equipped lab and the fact that the students just had to do what was set in front of them, but I had to try to connect physics concepts to the students life, telling them stories about how some of the theories and laws came about. I had always believed that there learning must be related to things that students are familiarize with Integrating STEM topics into a middle school science curriculum in the U.S. The possibilities and foreseeable difficulties and gives student some "freedom" to add their own ideas or ask their own questions about their world and probably investigate them. This way, the lesson would make more sense to the students. Portman (1995) argued that each student should have his/her own gods and should be able to do things that are meaningful to them. Knowledge should not be presented as a commodity to be acquired, but rather as a human struggle to understand, to find out and stumble toward the truth. I have always found the physics that I studied to be related to the real life situations. In my instruction, I realized that each time I used an example that is related to students real life, students were more engaged, interested and committed and even then to understood better. This approach is related to integrated curriculum, which is a student-centered approach and tries to relate the learning to real life situations. It involves not just activities but those that are connected to the subject matter being taught. For example, I could relate the theme of energy to real life activity that students do, like building a solar car. The important thing here is that students not just enjoy participating in the building the car, but also learn the underlying STEM concepts. They learn by doing. In this activity or project, they can learn and apply the concept of energy transfer, transformation, engineering design, scientific inquiry, and mathematical computation all in one project. This is what integrated learning is about.