STEM Eğitimine Geçişte Bir Araç Olarak Disiplinler Arası Matematiksel Modelleme Oluşturma Etkinlikleri: Öğretmen ve Öğrenci Görüşleri

Bu çalışmada günümüz yeni eğitim yaklaşımlarından biri olan STEM (Science, Technology, Education, Mathematics) eğitimine geçişte Disiplinler Arası Model Oluşturma Etkinliklerinin (DAMOE) bir araç olarak kullanılıp kullanılamayacağı öğretmen ve öğrenci görüşleri doğrultusunda belirlenmeye çalışılmıştır. Görüşme tekniğinin kullanıldığı bu çalışma 2015- 2016 eğitimi-öğretim yılında Türkiye’nin Doğu Anadolu Bölgesindeki bir ilin merkez okulunda görev yapan 2 öğretmen (Matematik, Fen bilimleri) ile aynı okuldan seçilen yedi 7. sınıf öğrencisi ile yürütülmüştür. Çalışma kapsamında ilk önce öğretmenlerle disiplinler ve günlük yaşamla ilişkileri, disiplinler arası ilişkilendirme konuları kapsamında yarı-yapılandırılmış ön görüşmeler yapılmış, daha sonra öğretmenler rehberliğinde öğrencilere Matematik ile Fen bilimleri disiplinlerinin öğrenme alanlarını içeren üç adet Disiplinler Arası Model Oluşturma Etkinlikleri (DAMOE) uygulanmıştır. Uygulama sonrasında öğretmen ve öğrencilerle bu etkinliklerin/problemlerin müfredatta uygulanabilirliği ve bu etkinlikleri çözmenin öğrencilere ne gibi faydalar sağlayacağı konuları kapsamında yarı-yapılandırılmış son görüşmeler yapılmıştır. Elde edilen bulgularda DAMOE’lerin öğrencilerin disiplinler arası ilişkilendirme becerilerini geliştirdiği, disiplinlere olan tutumu olumlu yönde değiştirebileceği ve DAMOE’lerin okul müfredatında yer alması gerektiği görüşleri tespit edilmiştir.

Interdisciplinary Mathematical Modeling Activities as a Transitional Tool for STEM Education: Teacher and Student Opinions

In this study, it has been tried to determine in the direction of teacher andstudent opinions whether the Interdisciplinary Modeling Activities (DAMOE)can be used as a tool in transitioning to STEM (Science, Technology,Education, Mathematics) education which is one of the new educationalapproaches today. This study was conducted with 2 teachers and 7 seventhgrade students in a central school in the East Anatolia of Turkey by usinginterview technique. In the scope of the study, firstly, semi-structuredpreliminary interviews were conducted with the teachers about therelationship between disciplines and daily life and about interdisciplinaryrelationship. Secondly, the three interdisciplinary modeling activities(DAMOE) including learning areas of Mathematics and Science andTechnology disciplines were applied to the students under the guidance ofteachers. After the implementation, teachers and students were subjected tosemi-structured final interviews within the context of the applicability of theseactivities / problems in the curriculum and what benefits students will get fromsolving these activities. In the findings, it was determined that DAMOEsimproved students' interdisciplinary skills, that they could change attitudestoward disciplines positively, and that DAMOEs should be included in theschool curriculum.

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