|  e-ISSN: 2618-589X

Orjinal Araştırma Makalesi | Türk Akademik Yayınlar Dergisi 2022, Cil. 6(1) 77-98

Matematik ve Fen Bilimleri Öğretmenlerinin STEM Eğitimine Yönelik Tutumlarının Çeşitli Değişkenler Bağlamında İncelenmesi

Kaan DEMİRKOL, Büşra KARTAL & Adem TAŞDEMİR

ss. 77 - 98   |  DOI: https://doi.org/10.29329/tayjournal.2022.491.04   |  Makale No: tay journal.2022.004

Yayın tarihi: Haziran 30, 2022  |   Okunma Sayısı: 0  |  İndirilme Sayısı: 24


Özet

Öğrencilerin problem çözme ve üst düzey düşünme becerilerini geliştirme, STEM mesleklerine yönelik ilgilerini ve STEM disiplinlerindeki başarılarını arttırma gibi STEM eğitimi hedeflerine ulaşılması için öğretmenlerin yeterli bilgi, güçlü inanç ve olumlu tutumlara sahip olmaları beklenmektedir. Tutumlar, STEM gibi yeni ve yenilikçi yaklaşımları sınıflarında kullanıp kullanmayacaklarını etkileyen en önemli faktörler arasındadır. Bu çalışmada, matematik ve fen bilimleri öğretmenlerinin STEM eğitimine yönelik tutumları betimlenmiş ve cinsiyet, branş ve mesleki deneyim değişkenlerine göre farklılaşıp farklılaşmadığı incelenmiştir. Araştırmaya 160 öğretmen katılmıştır ve veriler “STEM Tutum Ölçeği” kullanılarak toplanmıştır. Veriler betimsel ve ilişkisel analizler kullanılarak analiz edilmiştir. Betimsel analiz sonuçları katılımcıların STEM etkinliklerine yönelik olumlu tutumlara sahip olduklarını ancak ders planlamaya yönelik tutumlarının kararsızım düzeyinde olduğunu göstermiştir. MANOVA testi ile cinsiyet, branş ve mesleki deneyim bağımsız değişkenlerine göre STEM tutumlarının farklılıkları incelenmiş ve yalnızca cinsiyetin tek başına tutumlardaki varyansın %13’ünü temsil ettiği sonucuna ulaşılmıştır. Ayrıca cinsiyet*branş ve cinsiyet*mesleki deneyim değişkenlerinde anlamlı farklılıklar olduğu görülmüştür. 11-15 yıl mesleki deneyime sahip kadın öğretmenler haricindeki kadın öğretmenlerin ders planlamaya yönelik tutum ortalamaları erkek öğretmenlerin ortalamalarından daha düşüktü. Kadın matematik öğretmenleri ve erkek fen bilimleri öğretmenleri ise STEM etkinliklerine yönelik en yüksek tutum ortalamasına sahipti. Öğretmenlerin ders planlamaya yönelik tutumlarının geliştirilmesi için profesyonel gelişim programlarının tasarlanması önerilmiştir.

Anahtar Kelimeler: STEM eğitimi, Tutum, Matematik öğretmenleri, Fen bilimleri öğretmenleri, Cinsiyet, Mesleki deneyim


Bu makaleye nasıl atıf yapılır?

APA 6th edition
DEMIRKOL, K., KARTAL, B. & TASDEMIR, A. (2022). Matematik ve Fen Bilimleri Öğretmenlerinin STEM Eğitimine Yönelik Tutumlarının Çeşitli Değişkenler Bağlamında İncelenmesi . Türk Akademik Yayınlar Dergisi, 6(1), 77-98. doi: 10.29329/tayjournal.2022.491.04

Harvard
DEMIRKOL, K., KARTAL, B. and TASDEMIR, A. (2022). Matematik ve Fen Bilimleri Öğretmenlerinin STEM Eğitimine Yönelik Tutumlarının Çeşitli Değişkenler Bağlamında İncelenmesi . Türk Akademik Yayınlar Dergisi, 6(1), pp. 77-98.

Chicago 16th edition
DEMIRKOL, Kaan, Busra KARTAL and Adem TASDEMIR (2022). "Matematik ve Fen Bilimleri Öğretmenlerinin STEM Eğitimine Yönelik Tutumlarının Çeşitli Değişkenler Bağlamında İncelenmesi ". Türk Akademik Yayınlar Dergisi 6 (1):77-98. doi:10.29329/tayjournal.2022.491.04.

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