STEM Atölye Çalışmalarının Okul Öncesi Eğitimcilerinin Erken Çocuklukta STEM Uygulama Algılarına Etkisi

Bu çalışma, erken dönem STEM atölye çalışmasının okul öncesi öğretmenlerinin erken çocukluk sınıfındaki STEM uygulamalarına ilişkin algıları üzerindeki etkilerini araştırmayı amaçlamaktadır. Araştırma, karma yöntem tasarımlarından biri olan eşzamanlı üçgenleme stratejisinde tasarlanmıştır. Araştırmanın katılımcıları, erken çocukluk için bir STEM atölyesine katılan 44 okul öncesi öğretmenidir ve maksimum varyasyon / heterojen amaçlı örnekleme oluşturmaktadır. Çalışmanın nicel verileri araştırmacı tarafından geliştirilen anket ve puanlama tablosu aracılığıyla, nitel verileri ise yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Okul öncesi öğretmenlerinin katıldıkları STEM çalıştayından sonra erken çocuklukta STEM eğitimine bakış açılarının farklılaşıp farklılaşmadığını belirlemek için eşli örneklem t-testi yapılmıştır. Analiz, okul öncesi öğretmenlerinin erken dönem STEM eğitimine ilişkin bakış açılarının anket öncesinden sonrasına göre önemli ölçüde değiştiğini (p = .000, N = 44) ortaya koymaktadır. Nitel veri analizi için, yarı yapılandırılmış görüşme formlarının değerlendirilerek temaların oluşturulduğu tematik analizden yararlanılmıştır. Tematik analizin bulguları, okul öncesi öğretmenlerinin katıldıkları STEM çalıştayının etkisine ilişkin görüşlerinin ve STEM çalıştayı için önerilerinin her ikisinin de altı kategori oluşturduğunu ortaya koymaktadır. Bu çalışmanın alana katkısı, STEM atölye çalışmalarının okul öncesi öğretmenlerinin algılarına etkisine yönelik nicel veri sunması ve okul öncesi öğretmenlerinin sınıflarında STEM uygulamaları geliştirebilmeleri için duyulan ihtiyacın belirlenmesidir. Uygulama önerileri ve ileri çalışmalar araştırmanın bulguları doğrultusunda tartışılmıştır.

Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices

This study aimed at exploring the effects of early STEM workshops on preschool teachers’ perceptions of STEM practices in the early childhood classroom. The research adopted a concurrent triangulation strategy with maximum variation/heterogeneous purposive sampling.The participants of the study are 44 preschool teachers who participated in a STEM workshop designed for preschool teachers. The study utilized two instruments for data collection. For the quantitative data, a survey and a rubric to score the survey is developed and the qualitative data is collected by a semistructured interview form developed by the researcher. Paired samples t-test was performed to determine if preschool teachers’ perceptions about early childhood STEM education differed after the STEM workshop they participated. The analysis revealed that preschool teachers’ perceptions of early STEM education changed significantly (p = .000, N = 44) from pre to post-survey. Thematic analysis was employed to examine the qualitative data. Findings of the thematic analysis revealed that both the preschool teachers’ views about the effects of STEM workshops and their recommendations for an effective STEM workshop fall under six categories. The contribution of this study to the field is to provide quantitative data on the effect of STEM workshops on preschool teachers' perceptions of early STEM practices and to determine the needs of preschool teachers to improve STEM implementations in their classrooms. The research concludes with the discussion of its findings and recommendations for further research.

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ISSN: 2146-8249
Yayın Aralığı: Yılda 2 Sayı
Başlangıç: 2012
Yayıncı: Nesibe Aydın Eğitim Kurumları

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