Okul öncesi eğitimde STEM yaklaşımının kullanımı: Oyun temelli mühendislik tasarım uygulamaları
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Date
2023-05-29
Authors
Yılmaz, Gül
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışmanın amacı okul öncesi dönemde STEM eğitimine yönelik oyun temelli mühendislik tasarım etkinliklerinin geliştirilmesi, uygulanması ve değerlendirilmesidir. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılında Yalova ili Çiftlikköy ilçesinde bulunan bir devlet ilkokulundaki anasınıflarına devam eden 52 çocuk (deney-1, deney-2 ve kontrol grubu) ile deney gruplarındaki çocukların aileleri ve öğretmenleri oluşturmaktadır. Çalışmada karma yöntem deneysel desen kullanılmıştır. Çalışma kapsamında geliştirilen etkinliklerin çocukların problem çözme becerileri üzerindeki etkisini incelemek amacı ile Fen Eğitiminde Problem Çözme Ölçeği kullanılmıştır. Uygulama sürecine ilişkin çocuklar, aileler ve öğretmenlerin görüşlerini incelemek için ise yarı yapılandırılmış görüşme formları kullanılmıştır. Nicel veriler SPSS 22 programı ile analiz edilirken, nitel veriler betimsel ve içerik analizine tabi tutulmuştur. Geliştirilen etkinlikler deney gruplarına sekiz hafta boyunca haftada üç gün olacak şekilde uygulanmıştır. Çalışmadan elde edilen bulgulara dayalı olarak uygulanan etkinliklerin çocukların fen eğitiminde problem çözme becerilerine olumlu yönde etki ettiği sonucuna ulaşılmıştır. Buna ek olarak elde edilen bulgular, etkinliklerin çocukların gelişim düzeylerine uygun, bilişsel, sosyal-duygusal ve motor gelişimlerini destekleyici ve ayrıca çocuklar için oldukça ilgi çekici olduğunu göstermektedir. Bunun yanında, uygulama sürecinin ailelerin mühendislik tasarım etkinliklerine olan ilgilerini ve öğretmenlerin bu alandaki güven duygularını artırıcı yönde etki ettiği sonucuna ulaşılmıştır.
The aim of this study is to develop, implement, and evaluate the play-based engineering design practices for STEM education in preschool period. The study group consisted of 52 children (experiment-1, experiment-2 and control groups) attending kindergartens in a public primary school in Çiftlikköy district of Yalova province in the 2021-2022 academic year, and the families and teachers of the children in the experimental groups. A mixed method experimental design was used in the study. The effectiveness of the interventions was quantitatively tested on children's problem solving skills with a pretest-posttest control group design, one of the quasi-experimental designs. At the same time, the process was analyzed qualitatively through the experiences of children, families and teachers. The Problem Solving Scale in Science Education was used to examine the effect of the activities developed within the scope of the study on children's problem solving skills. Semi-structured interview forms were used to examine the views of children, families and teachers regarding the implementation process. Quantitative data were analyzed with the SPSS 22 program, while qualitative data were subjected to descriptive and content analysis. The activities developed were applied to the experimental groups three days a week for eight weeks. Based on the findings obtained from the study, it was concluded that the activities positively affected children's problem solving skills in science education. In addition, the findings show that the activities were appropriate for children's developmental levels, supportive of their cognitive, social-emotional and motor development, and also very interesting for children. In addition, it was concluded that the implementation process made various contributions to parents and teachers. In addition, it was concluded that the implementation process increased the interest of families in engineering design activities and teachers' confidence in this field.
The aim of this study is to develop, implement, and evaluate the play-based engineering design practices for STEM education in preschool period. The study group consisted of 52 children (experiment-1, experiment-2 and control groups) attending kindergartens in a public primary school in Çiftlikköy district of Yalova province in the 2021-2022 academic year, and the families and teachers of the children in the experimental groups. A mixed method experimental design was used in the study. The effectiveness of the interventions was quantitatively tested on children's problem solving skills with a pretest-posttest control group design, one of the quasi-experimental designs. At the same time, the process was analyzed qualitatively through the experiences of children, families and teachers. The Problem Solving Scale in Science Education was used to examine the effect of the activities developed within the scope of the study on children's problem solving skills. Semi-structured interview forms were used to examine the views of children, families and teachers regarding the implementation process. Quantitative data were analyzed with the SPSS 22 program, while qualitative data were subjected to descriptive and content analysis. The activities developed were applied to the experimental groups three days a week for eight weeks. Based on the findings obtained from the study, it was concluded that the activities positively affected children's problem solving skills in science education. In addition, the findings show that the activities were appropriate for children's developmental levels, supportive of their cognitive, social-emotional and motor development, and also very interesting for children. In addition, it was concluded that the implementation process made various contributions to parents and teachers. In addition, it was concluded that the implementation process increased the interest of families in engineering design activities and teachers' confidence in this field.
Description
Keywords
Okul öncesi eğitim, Oyun temelli öğrenme, Problem çözme becerisi, Stem yaklaşımı, Play based learning, Preschool education, Problem solving skill, Stem approach
Citation
Yılmaz, G. (2023). Okul öncesi eğitimde STEM yaklaşımının kullanımı: Oyun temelli mühendislik tasarım uygulamaları. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.