STEM Anlayışının ve Görselleştirilmesinin Zeka Alanlarıyla İlişkisinde Proje Tabanlı Öğretime Dayanan STEM Yaklaşımının (STEM PTÖ) Rolü

Bu araştırmanın amacı Proje Tabanlı Öğretime Dayanan STEM (STEM PTÖ) yaklaşımının ortaokul öğrencilerinin STEM anlayışları ile görselleştirmelerinde öne çıkan zeka alanlarıyla ilişkisine etkisini incelemektir. Bu kapsamda STEM PTÖ yaklaşımıyla öğrencilerin akademik başarılarına etkisi tespit edilmiş bu etki ile öne çıkan zeka alanları arasındaki korelasyon ortaya konulmuştur. Araştırma karma modellerden biri olan açımlayıcı desene göre tasarlanmıştır. Araştırmanın nicel boyutunda ön test son test kontrol gruplu yarı deneysel desen, nitel boyutunda ise durum çalışması deseni gerçekleştirilmiştir. Araştırmaya 58 öğrenci katılmıştır. Uygulama 5. Sınıf fen bilimleri dersinde 12 hafta boyunca yürütülmüştür. Deney grubu 30 ve kontrol grubu 28 kişiden oluşmuştur. Araştırmanın sonunda STEM PTÖ yaklaşımının öğrencilerin akademik başarılarında yüksek düzeyde son test lehine bir etkiye sahip olduğu tespit edilmiştir. Ve bu başarı ile öğrencilerin zeka alanları arasındaki korelasyon ortaya konulmuştur. Uygulama sonrasında deney grubu öğrencileriyle yapılan görüşmelerde öğrencilerin daha çok mühendislik ve tasarım, fen, eğlence/oyun, matematik, teknolojik aletler ve duygu kavramlarını merkeze aldıkları çizimler ile STEM’i anlatmaya çalışmışlardır. Bu temalar ile öne çıkan zeka alanları arasındaki ilişkiye de bakılarak bir bağıntı ortaya ortaya konmuştur.

THE ROLE OF THE STEM WITH PROJECT-BASED LEARNING APPROACH IN RELATING STEM PERSPECTIVE AND VISUALIZATION WITH THE INTELLIGENCE DOMAINS

The aim of this study is to examine the impact of STEM Project-based learning (STEM-PbL) approach in relating prominent intelligence domains with STEM perspective and visualization of secondary school students. In this scope; the impacts of STEM-PbL approach on students’ academic achievements were explored, the correlation between this effect and prominent intelligence domains was examined. The research was designed with the explanatory design which is one of the mixed models. While in the quantitative aspect of the study, a quasi-experimental design with pre-test post-test control group was carried out, a case study was carried out in the qualitative aspect of the study. 58 students participated in the research. The implementation was conducted in the 5th grade in the science course during 12 weeks. At the end of the study, it was identified that the STEM-PbL approach had a high level effect in the academic achievement of students in favour of post-test. Furthermore, the relationship between this achievement and intelligence domains of the students were observed. That is; there is a relation between STEM perspectives and visualisation abilities in the context of intelligence domains. In the interview with the experimental group students after the application, students rather tried to explain STEM with the drawings that they centred the concepts of engineering, design, science, entertainment/game, mathematics, technological tools and emotion. The relationships between these themes and prominent intelligence domains were revealed.

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Akdeniz Eğitim Araştırmaları Dergisi-Cover
  • ISSN: 1309-0682
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2008
  • Yayıncı: Tayfun Taşbilek