Hizmet içi uygulamalı STEM eğitimlerinin fen bilimleri öğretmenlerinin öz-yeterlik inançlarına etkisi
Date
2021-02-19
Authors
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Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışmada, uygulamalı STEM eğitimlerinin fen bilgisi öğretmenlerinin öz-yeterliklerine etkisi ve eğitimlerin okullarda uygulanan örgün eğitim müfredatıyla ne derecede ilişkili olduğu ile öğrencilerin düzeyine uygunluğu araştırılmıştır. Çalışmada ön test-son test yarı deneysel model ile nitel desenin birlikte uygulandığı karma araştırma yöntemi kullanılmıştır. Çalışma 2019-Ekim ve 2020-Mart aylarında uygulamalı STEM eğitimine katılan 61 öğretmenin katılımı ile gerçekleştirilmiştir. Çalışma sürecinde uygulamalı STEM eğitimine katılan öğretmenlere MEB tarafından belirlenen, daha önce STEM eğitimi almış öğretmenler tarafından uygulamalı STEM eğitimi verilmiştir. Öğretmenlerin aldıkları bu eğitimin öz-yeterliklerine etkisini belirleyebilmek için Uygulamalı Öğretmen Öz-yeterlik Ölçeği ve Uygulamalı Hizmet İçi STEM Eğitiminin Öğretmenlerin Öz-yeterlik İnançlarına Etkisi Hakkındaki Yarı Yapılandırılmış Görüşme Formu çalışma öncesi ön-test ve çalışma sonrası son-test olarak uygulanmıştır. Verilerin analizinde SPSS 2019 paket programı kullanılmıştır. Analiz sonucunda öğretmenlerin uygulamalı STEM eğitimlerinin öz yeterliklerine etkisi konusunda anlamlı fark olduğu gözlenmiştir (p<0.05). Ayrıca eğitime katılan öğretmenlerin STEM eğitimlerinin ders içindeki STEM uygulamalarına katkıları, STEM eğitimlerinin çevreye uygunluğu ve öğrenci özelliklerine uygunluğu hakkındaki görüşlerinin olumlu yönde değiştiği görülmüştür. Çalışmadan elde edilen bulgular sonucunda, uygulamalı STEM eğitimlerinin fen bilimleri öğretmenlerinin öz-yeterliklerine olumlu yönde etkisi olduğu ve öğretmenlerin STEM etkinliği tasarlama becerilerinin gelişimine katkı sağladığı görülmüştür.
In this study, the effect of applied STEM education on the self-efficacy of science teachers, the extent to which the trainings are related to the formal education curriculum applied in schools, and their appropriateness to the students' level were investigated. The mixed research method in which the pre-test-post-test quasi-experimental model and qualitative design are applied together was used in the study. The study was carried out with the participation of 61 teachers who participated in the applied STEM education in 2019-October and 2020-March. During the study process, applied STEM education was given to the teachers who participated in the applied STEM education by the teachers who were determined by the Ministry of Education and who had previously received STEM education. In order to determine the effect of this training that teachers received on their self-efficacy, the Applied Teacher Self-Efficacy Scale and the Semi-Structured Interview Form on the Effect of Applied In-Service STEM Education on Teachers' Self-Efficacy Beliefs were applied as a pre-test before the study and a post-test after the study. SPSS 2019 package program was used in the analysis of the data. As a result of the analysis, it was observed that there was a significant difference about the effect of applied STEM education on self-efficacy of teachers (p <0.05). In addition, it was observed that the opinions of the teachers who participated in the training about the contribution of STEM education to STEM applications in the course, the suitability of STEM education to the environment and the suitability of student characteristics changed positively. As a result of the findings obtained from the study, it was seen that applied STEM education had a positive effect on the self-efficacy of Science teachers and contributed to the development of teachers' STEM activity design skills.
In this study, the effect of applied STEM education on the self-efficacy of science teachers, the extent to which the trainings are related to the formal education curriculum applied in schools, and their appropriateness to the students' level were investigated. The mixed research method in which the pre-test-post-test quasi-experimental model and qualitative design are applied together was used in the study. The study was carried out with the participation of 61 teachers who participated in the applied STEM education in 2019-October and 2020-March. During the study process, applied STEM education was given to the teachers who participated in the applied STEM education by the teachers who were determined by the Ministry of Education and who had previously received STEM education. In order to determine the effect of this training that teachers received on their self-efficacy, the Applied Teacher Self-Efficacy Scale and the Semi-Structured Interview Form on the Effect of Applied In-Service STEM Education on Teachers' Self-Efficacy Beliefs were applied as a pre-test before the study and a post-test after the study. SPSS 2019 package program was used in the analysis of the data. As a result of the analysis, it was observed that there was a significant difference about the effect of applied STEM education on self-efficacy of teachers (p <0.05). In addition, it was observed that the opinions of the teachers who participated in the training about the contribution of STEM education to STEM applications in the course, the suitability of STEM education to the environment and the suitability of student characteristics changed positively. As a result of the findings obtained from the study, it was seen that applied STEM education had a positive effect on the self-efficacy of Science teachers and contributed to the development of teachers' STEM activity design skills.
Description
Keywords
Fen bilimleri eğitim uygulamaları, Fen bilimleri öğretmenleri, Öz-yeterlik, STEM, Science education applications, Science teachers, Self-efficacy
Citation
Kurtulan, G. (2021). Hizmet içi uygulamalı STEM eğitimlerinin fen bilimleri öğretmenlerinin öz-yeterlik inançlarına etkisi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.