Üstün Yetenekli Öğrencilerin Çevre Dostu STEM Projeleri Tasarımı

Bu çalışmanın amacı üstün yetenekli öğrencilerin gerçek dünya problemi bağlamında sunulanSTEM odaklı projeler tasarlama sürecindeki deneyimlerini incelemektir. İç içe geçmiş tek durumdeseninin kullanıldığı bu araştırmada Bilim ve Sanat Merkezinde öğrenim gören 3-4 ve 5-6. sınıfseviyesindeki üstün yetenekli öğrencilerin STEM odaklı çevre dostu projeler tasarlama sürecindekullandıkları stratejiler ve deneyimleri ortaya konulmaktadır. Çalışmanın katılımcılarını Bilim veSanat Merkezindeki 3-4. ve 5-6. sınıf seviyesinde öğrenim gören 17 öğrenci oluşturmaktadır.Araştırma kapsamında toplanan verileri video ve ses kayıtları, öğrencilerin tasarım ürünleri, açıkuçlu bireysel ve grup değerlendirmeleri ve öğretmen günlükleri oluşturmaktadır. Verilerinanalizinde içerik analizi uygulanmıştır. Çalışmanın bulguları, öğrencilere kişisel ya da bağlamsalolarak anlamlı otantik STEM öğrenme deneyimleri sunulması durumunda, problem senaryosundasunulan kriterleri ve kısıtlamaların yanı sıra finansal ve çevresel perspektifleri incelemelerinisağlayan eleştirel bir düşünme eğilimi benimseyebildiklerini göstermiştir.

Anahtar Kelimeler:

STEM eğitimi, üstün yetenekliler, mühendislik tasarım, çevre eğitimi, durum çalışması

Gifted Students Designing Eco-Friendly STEM Projects

This study aims to investigate the experiences of gifted students while designing aSTEM-based environmental project within a real-world context. The study employed a single casestudy with embedded units design in order to investigate the strategies that gifted students exploitedin designing their STEM Projects, as well as their experiences in the actual design process. The datacollected in the current study were in the form of video recordings, audio recordings, studentartifacts, individual and group assessment forms with open-ended questions, and the teacher’sjournal. The participants of the current study involved 17 students from 3-4th and 5-6th grade scienceclasses at a Science and Arts Center. The analysis of the data was achieved using content analysis.The findings indicated that when students were presented authentic STEM learning experiences thatinvolve personally or contextually meaningful content, they adopt a critical thinking disposition thatallowed them to investigate the criteria and constraints presented in the problem scenario, as well asthe financial and environmental perspectives.

Keywords:

STEM education, gifted students, engineering design, environmental education, case study,

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