Research Article
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The Effect of Montessori Approach-based STEM Education on Pre-service Pre-school Teachers’ Self-directed Learning / Montessori Yaklaşımı Temelli STEM Eğitimlerinin Okul Öncesi Öğretmen Adaylarının Öz Yönetimli Öğrenmeleri Üzerindeki Etkisi

Year 2022, Volume: 13 Issue: 2, 142 - 162, 30.04.2022

Zehra Çakır Sema Altun Yalçın

https://doi.org/10.19160/e-ijer.1038793

Abstract

The aim in the research was to investigate the effect of Montessori-based STEM education on the self-directed learning skills of pre-service pre-school teachers. A mixed method was employed in the research. The sample of the research consisted of 53 pre-service teachers enrolled in the Pre-school Teacher Education Programme at a mid-sized state university in northeast Turkey. During the research, Montessori-based STEM education was given to the pre-service teachers for two hours per week over 14 weeks. The Self-directed Learning Skills scale was applied to obtain the quantitative data and the Semi-structured Interview Form was used for the qualitative data in the research. After coding the data in content analysis, the themes of the coded data were written down. In order to contribute to the validity of the research, direct quotations from the participant group were included in the findings section and participant confirmation was carried out. In order to contribute to the reliability of the data analysis, the consistency of the results with each other was checked by five experts during the data analysis. The aim was to contribute to the reliability of the study by explaining the data collection and analysis sections in detail. At the end of the research, it was observed that there was a significant difference between the self-directed learning skills pre-test and post-test scores and that the qualitative analysis results supported this difference in direction with the development. These developments were determined from the statements by the pre-service teachers in their interviews stating that the training contributed greatly to their personal and social development and helped them gain learning and teaching skills about a subject. In line with the results obtained, it can be concluded that pre-school teacher candidates' self-directed learning skills such as self-confidence, perseverance, self-planned learning, and self-assessment were developed by Montessori approach-based STEM education.

Keywords

Montessori approach Preschool teacher candidates Self-direction STEM

References

  • Aspin, D. N. & Chapman, J. D. (2000). Lifelong learning: concepts and conceptions. International Journal of Lifelong Education, 19(1), 2-19.
  • Arastaman, G., Öztürk Fidan, İ. & Fidan, T. (2018). Validity and reliability in qualitative research: a theoretical review. Journal of Centenary University Faculty of Education, 15(1), 37-75.
  • Arık, M. & Topçu, M.S. (2021). Computational thinking integration into science classrooms: Example of the digestive system. Journal of Science Education and Technology.31, 99–115
  • Aşkın, İ. (2015). Examining the self-managed learning skills of college students. Unpublished Doctoral Thesis, Hacettepe University. Ankara.
  • Aydede, M.N. & Kesercioğlu, T. (2012). The impact of active learning practices on students' self-learning skills. Journal of Hacettepe University Faculty of Education 43, 37-49.
  • Bender, W.N. (2018). 20 strategies for STEM teaching (A. S. İpek ve B. Yıldız, çev.). Nobel Tier Publishing.
  • Bircan, M.A. & Köksal, Ç. (2020). Examining Special Talented Students' Stem Attitudes and STEM Career Interests. Turkish Journal of Primary Education, 5(1), 16-32.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2016). Scientific research methods. 21st Edition. Ankara: Pegem Publishing15:14.
  • Can, A. (2016). Quantitative data analysis in scientific research process with SPSS. 6th Edition, Pegem Akademi.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Observation. Research methods in education, 6, 396-412.
  • Chesloff, J. D. (2013). Why STEM education must start in early childhood. Education Week, 32(23), 27–32.
  • Çakır, Z. & Yalçın, S. A. (2021a). The Investigation of the effect of Montessori Approach-based STEM activities on the problem-solving skills of pre-service preschool teachers. Journal of Theoretical Educational Science, 14(2), 93-119.
  • Çakır, Z., & Yalçın, S. A. (2021b). Impact of Montessori approach-based STEM activities on teacher candidates' attitudes to science and science teaching. OPUS International Journal of Society Researches, 17(35), 1895-1924.
  • Çakır, Z., & Yalçın, S. A. (2020a). Evaluation of STEM education in preschool for teacher and parent views. International Journal of Active Learning, 5(2), 142-178. DOI: 10.48067/ijal.823224
  • Çakır, Z. & Yalçın, S. A. (2020b). Pre-School teacher candidates' views on STEM applications based on the Montessori approach. Turkish Online Journal of Qualitative Inquiry, 11(3), 344-367. DOI: 10.17569/tojqi.636526.
  • Çakır, Z., Yalçın, S. A. & Yalçın, P. (2020). Impact of Montessori approach-based STEM activities on preschool teacher candidates' critical thinking tendencies. Fen Bilimleri Öğretim Dergisi, 8(1), 18-45.
  • Çakır, Z., Yalçın, S. A. & Yalçın, P. (2019). Impact of Montessori approach-based STEM activities on preschool teacher candidates' creativity skills. International Journal of Scientific Research (IBAD), 4(2), 392-409.
  • Çetin, F. (2019). Examining the relationship of education faculty students' lifelong learning qualifications with learning approaches and self-determination. Master Thesis, Sakarya University.
  • Elkin, M., Sullivan, A. & Bers, M. U. (2014). Implementing a robotics curriculum in an early childhood Montessori classroom. Journal of Information Technology Education: Innovations in Practice, 13, 153-169.
  • Erol, A. & İvrendi, A . (2018). Improving the scale of self-regulation skills for children aged 4-6 (Maternal Form). Pamukkale University Faculty of Education Journal, 44, 178-195.
  • Güney, M. & Öz, S. (2021). Cosmic education: Montessori and life. Izmir Journal of Social Sciences, 3(2), 117-124.
  • Güvenç, Ş. & Yalçın, A.Y. (2020). The impact of STEM education on Syrian refugee students Social Sciences Studies Journal (SSSJournal).
  • Ibes, C. Frances & Ng. Y. (2011). Ac 2011- 1775: Engineering In A Montessori Environment. American Society for Engineering Education. 1-19.
  • Jara, P.V.H., Zapata, V.D.R.O., & Alcívar, V.J.G. (2021). La pedagogía Montessori y su incidencia en la Educación Inicial. Revista Dilemas Contemporáneos: Educación, Política y Valores, 1(30), 1-17.
  • Johnson, R.B., Onwuegbuzie, A.J & Turner, L.A. (2007). Toward a Definition of Mixed Methods. Journal of Mixed Methods Research, 1(2), 112-133.
  • Kabadayı, G.S. (2019). The impact of Robotics Practices on the creative thinking skills of preschoolers. Master Thesis, Hacettepe University, Ankara.
  • Karataş, K. & Başbay, M. (2014). A Critical Trend of Self-Managed Learning Readiness, General Self-Efficiency and Academic Achievement. Elementary Education Online, 13(3).
  • Keulen, H. (2018). STEM in early childhood education. European Journal of STEM Education, 3(3), 06.
  • Kelle, U. (2006). Combining qualitative and quantitative methods in research practise: purposes and advantages, Qualitative Research in Psychology, 3:4, 293-311, DOI: 10.1177/1478088706070839
  • Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715.
  • Noyat, Ş., Karahan, Ç. İ. & Alakuş, A. O. (2018). Arts education and creativity in the preschool Montessori education approach. Dicle University Ziya Gökalp Faculty of Education Journal, (34), 48-59.
  • Oguz, V. & Koksal Akyol, A. (2014). Problem solving skill scale (mmd) work of transition and reliability. Cukurova University Faculty of Education Journal, 44(1), 105-122.
  • Patton, M.Q. (2018). Qualitative Research and Evaluations. Ekin publishing house.
  • Samur, E. & Yalçın, S. A. (2021). The impact of STEM activities on the reflective thinking skills of preschool teachers. Wise International Journal of Social Research, 5(1), 65-76.
  • Sarıtepeci, M. & Orak, C. (2019). Lifelong learning tendencies of prospective teachers: Investigation of self-directed learning, thinking styles, ict usage status and demographic variables as predictors. Bartın University Journal of Faculty of Education, 8(3), 904-927.
  • Sözbilir, M. (2017). Introduction to mixed-method research. Pegem Academy.
  • Szostkowski, A.H. (2017). “It's what we use as a community": exploring students' stem characterizations ın two Montessori elementary classrooms. Master Thesis, Mınnesota Unıversıty.
  • Şahin Sak, İ. T. (2015). Views of preschool teacher candidates on Montessori and Reggio Emilia Approaches. Inönü University Faculty of Education Journal, 15(3), 1-20.
  • Şahin, M. & Hacıömeroğlu G. (2021). Examining the FeTeMM awarenesses and FETEMM teaching orientations of preschool and classroom teacher candidates. Journal of Future Visions, 5(2), 17-27.
  • Timur, B. & Taşar, M.F. (2021). Investıgatıon of technology-assısted teachıng ınstructıons on preservıve teachers’ self-confıdence and self-effıcacy belıefs about usıng computer ın scıence teachıng. Akdeniz Eğitim Araştırmaları Dergisi, 15(36), 1-14.
  • Tiryaki, A. & Adıgüzel, S. (2021). The effect of STEM-based robotic applications on the creativity and attitude of students. Journal of science learning, 4(3), 288-297.
  • Topsakal, İ. & Yalçın, S. A. (2020). Investigating the impact of problem-based STEM education on students' learning climates. International Journal of Scholars in Education, 3(1), 42-59.
  • Uğraş, M. (2017). Preschool teachers' views on STEM practices. New Approaches to Education Journal, 1(1), 39-54.
  • Uyanık Balat, G. & Günşen, G. (2017). STEM Approach in the Preschool Period. Journal of Academic Social Research, 5(42), 337-348.
  • Yasin, A.I., Prima, E.C. & Sholihin, H. (2018). Learnıng electrıcıty usıng arduıno-androıd based game to ımprove STEM literacy. Journal of science learning, 1(3), 77-94.
  • Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in social sciences (Chapter 6). Distinguished Publishing.
  • Yıldırım, R. (1998). Creativity and Innovation. System Publishing. Istanbul.
  • Yıldırım, Z. (2021). Investigation of the effect of the m-stem program developed for 60-72 months old children attending Montessori education on children's scientific process skills. Master Thesis, Yıldız Technical University Social Sciences Institute, Istanbul.
  • Yücesan, Y. (2017). Examining the impact of Montessori education on problem-solving skills and problem behaviours of preschool children. Graduate Thesis, Karabük University Institute of Health Sciences, Karabuk.
  • Wang, H. (2012). A new era of science education: Science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. Doctoral Dissertation, Minnesota University, Minnesota.
  • Walsh, P. R (2011). Creating a “values” chain for sustainable development in developing nations: where Maslow meets Porter. Environment, Development and Sustainability, 13(4), 789-805.

Montessori Yaklaşımı Temelli STEM Eğitimlerinin Okul Öncesi Öğretmen Adaylarının Öz Yönetimli Öğrenmeleri Üzerindeki Etkisi / The Effect of Montessori Approach-based STEM Education on Pre-service Pre-school Teachers’ Self-directed Learning

Year 2022, Volume: 13 Issue: 2, 142 - 162, 30.04.2022

Zehra Çakır Sema Altun Yalçın

https://doi.org/10.19160/e-ijer.1038793

Abstract

Araştırmada Montessori yaklaşımı temelli STEM eğitimlerinin; okul öncesi öğretmen adaylarının öz yönetimli öğrenme becerileri üzerindeki etkisi incelenmiştir. Araştırmada karma yöntem kullanılmıştır. Araştırmanın örneklemini Doğu Anadolu’ nun orta ölçekli bir ilindeki devlet üniversitesinin Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde öğrenim gören 53 öğretmen adayı oluşturmuştur. Araştırmada öğretmen adaylarının öz yönetimli öğrenme becerilerindeki değişimi belirlemek amacıyla tek grup öntest sontest deseni oluşturulmuştur. Araştırmada nicel verilerin elde edilmesinde “Öz Yönetimli Öğrenme Becerileri” ölçeği ve nitel veriler için de “Yarı Yapılandırılmış Mülakat Formu” kullanılmıştır. Araştırma süresince toplamda 14 hafta boyunca haftada 2 ders saati olmak üzere adaylara Montessori yaklaşım temelli STEM eğitimleri verilmiştir. Araştırmada elde edilen nicel verilerin analizi ilişkili örneklem t testi ile nitel verilerin analizi ise içerik analizi ile yapılmıştır. İçerik analizinde verilerin kodlaması yapıldıktan sonra, kodlama yapılan verilerin temaları yazılmıştır. Araştırmanın geçerliliğine katkı sağlamak için, bulgular bölümünde katılımcı grubun doğrudan alıntılarına yer verilmiş ayrıca katılımcı teyidi gerçekleştirilmiştir. Veri analizinin güvenirliğine katkı sunmak için, veri analizi esnasında beş uzman tarafından sonuçların birbiri ile tutarlılığı kontrol edilmiştir. Araştırma sonucunda öz yönetimli öğrenme becerilerinin öntest ve sontest puanları arasında, anlamlı bir farklılık olduğu ve yapılan nitel analiz sonuçlarının da bu farkı gelişim yönünde desteklediği gözlenmiştir. Bu gelişimler öğretmen adaylarının mülakatlarında eğitimlerin kişisel ve sosyal gelişimlerine oldukça katkı sağladıklarını, bir konu hakkında öğrenme ve öğretme becerisi kazanma konusunda yardımcı olduğunu belirten ifadelerinden tespit edilmiştir. Elde edilen sonuçlar doğrultusunda Montessori yaklaşımı temelli STEM eğitimlerinin okul öncesi öğretmen adaylarının özgüven, sebat gösterme, kendi kendine planlı öğrenme, öz değerlendirme yapabilme gibi öz yönetimli öğrenme becerilerinin geliştiği yorumu yapılabilir.

Keywords

Montessori yaklaşımı Okul öncesi öğretmen adayları Öz yönetim STEM

References

  • Aspin, D. N. & Chapman, J. D. (2000). Lifelong learning: concepts and conceptions. International Journal of Lifelong Education, 19(1), 2-19.
  • Arastaman, G., Öztürk Fidan, İ. & Fidan, T. (2018). Validity and reliability in qualitative research: a theoretical review. Journal of Centenary University Faculty of Education, 15(1), 37-75.
  • Arık, M. & Topçu, M.S. (2021). Computational thinking integration into science classrooms: Example of the digestive system. Journal of Science Education and Technology.31, 99–115
  • Aşkın, İ. (2015). Examining the self-managed learning skills of college students. Unpublished Doctoral Thesis, Hacettepe University. Ankara.
  • Aydede, M.N. & Kesercioğlu, T. (2012). The impact of active learning practices on students' self-learning skills. Journal of Hacettepe University Faculty of Education 43, 37-49.
  • Bender, W.N. (2018). 20 strategies for STEM teaching (A. S. İpek ve B. Yıldız, çev.). Nobel Tier Publishing.
  • Bircan, M.A. & Köksal, Ç. (2020). Examining Special Talented Students' Stem Attitudes and STEM Career Interests. Turkish Journal of Primary Education, 5(1), 16-32.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2016). Scientific research methods. 21st Edition. Ankara: Pegem Publishing15:14.
  • Can, A. (2016). Quantitative data analysis in scientific research process with SPSS. 6th Edition, Pegem Akademi.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Observation. Research methods in education, 6, 396-412.
  • Chesloff, J. D. (2013). Why STEM education must start in early childhood. Education Week, 32(23), 27–32.
  • Çakır, Z. & Yalçın, S. A. (2021a). The Investigation of the effect of Montessori Approach-based STEM activities on the problem-solving skills of pre-service preschool teachers. Journal of Theoretical Educational Science, 14(2), 93-119.
  • Çakır, Z., & Yalçın, S. A. (2021b). Impact of Montessori approach-based STEM activities on teacher candidates' attitudes to science and science teaching. OPUS International Journal of Society Researches, 17(35), 1895-1924.
  • Çakır, Z., & Yalçın, S. A. (2020a). Evaluation of STEM education in preschool for teacher and parent views. International Journal of Active Learning, 5(2), 142-178. DOI: 10.48067/ijal.823224
  • Çakır, Z. & Yalçın, S. A. (2020b). Pre-School teacher candidates' views on STEM applications based on the Montessori approach. Turkish Online Journal of Qualitative Inquiry, 11(3), 344-367. DOI: 10.17569/tojqi.636526.
  • Çakır, Z., Yalçın, S. A. & Yalçın, P. (2020). Impact of Montessori approach-based STEM activities on preschool teacher candidates' critical thinking tendencies. Fen Bilimleri Öğretim Dergisi, 8(1), 18-45.
  • Çakır, Z., Yalçın, S. A. & Yalçın, P. (2019). Impact of Montessori approach-based STEM activities on preschool teacher candidates' creativity skills. International Journal of Scientific Research (IBAD), 4(2), 392-409.
  • Çetin, F. (2019). Examining the relationship of education faculty students' lifelong learning qualifications with learning approaches and self-determination. Master Thesis, Sakarya University.
  • Elkin, M., Sullivan, A. & Bers, M. U. (2014). Implementing a robotics curriculum in an early childhood Montessori classroom. Journal of Information Technology Education: Innovations in Practice, 13, 153-169.
  • Erol, A. & İvrendi, A . (2018). Improving the scale of self-regulation skills for children aged 4-6 (Maternal Form). Pamukkale University Faculty of Education Journal, 44, 178-195.
  • Güney, M. & Öz, S. (2021). Cosmic education: Montessori and life. Izmir Journal of Social Sciences, 3(2), 117-124.
  • Güvenç, Ş. & Yalçın, A.Y. (2020). The impact of STEM education on Syrian refugee students Social Sciences Studies Journal (SSSJournal).
  • Ibes, C. Frances & Ng. Y. (2011). Ac 2011- 1775: Engineering In A Montessori Environment. American Society for Engineering Education. 1-19.
  • Jara, P.V.H., Zapata, V.D.R.O., & Alcívar, V.J.G. (2021). La pedagogía Montessori y su incidencia en la Educación Inicial. Revista Dilemas Contemporáneos: Educación, Política y Valores, 1(30), 1-17.
  • Johnson, R.B., Onwuegbuzie, A.J & Turner, L.A. (2007). Toward a Definition of Mixed Methods. Journal of Mixed Methods Research, 1(2), 112-133.
  • Kabadayı, G.S. (2019). The impact of Robotics Practices on the creative thinking skills of preschoolers. Master Thesis, Hacettepe University, Ankara.
  • Karataş, K. & Başbay, M. (2014). A Critical Trend of Self-Managed Learning Readiness, General Self-Efficiency and Academic Achievement. Elementary Education Online, 13(3).
  • Keulen, H. (2018). STEM in early childhood education. European Journal of STEM Education, 3(3), 06.
  • Kelle, U. (2006). Combining qualitative and quantitative methods in research practise: purposes and advantages, Qualitative Research in Psychology, 3:4, 293-311, DOI: 10.1177/1478088706070839
  • Lee, H. J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715.
  • Noyat, Ş., Karahan, Ç. İ. & Alakuş, A. O. (2018). Arts education and creativity in the preschool Montessori education approach. Dicle University Ziya Gökalp Faculty of Education Journal, (34), 48-59.
  • Oguz, V. & Koksal Akyol, A. (2014). Problem solving skill scale (mmd) work of transition and reliability. Cukurova University Faculty of Education Journal, 44(1), 105-122.
  • Patton, M.Q. (2018). Qualitative Research and Evaluations. Ekin publishing house.
  • Samur, E. & Yalçın, S. A. (2021). The impact of STEM activities on the reflective thinking skills of preschool teachers. Wise International Journal of Social Research, 5(1), 65-76.
  • Sarıtepeci, M. & Orak, C. (2019). Lifelong learning tendencies of prospective teachers: Investigation of self-directed learning, thinking styles, ict usage status and demographic variables as predictors. Bartın University Journal of Faculty of Education, 8(3), 904-927.
  • Sözbilir, M. (2017). Introduction to mixed-method research. Pegem Academy.
  • Szostkowski, A.H. (2017). “It's what we use as a community": exploring students' stem characterizations ın two Montessori elementary classrooms. Master Thesis, Mınnesota Unıversıty.
  • Şahin Sak, İ. T. (2015). Views of preschool teacher candidates on Montessori and Reggio Emilia Approaches. Inönü University Faculty of Education Journal, 15(3), 1-20.
  • Şahin, M. & Hacıömeroğlu G. (2021). Examining the FeTeMM awarenesses and FETEMM teaching orientations of preschool and classroom teacher candidates. Journal of Future Visions, 5(2), 17-27.
  • Timur, B. & Taşar, M.F. (2021). Investıgatıon of technology-assısted teachıng ınstructıons on preservıve teachers’ self-confıdence and self-effıcacy belıefs about usıng computer ın scıence teachıng. Akdeniz Eğitim Araştırmaları Dergisi, 15(36), 1-14.
  • Tiryaki, A. & Adıgüzel, S. (2021). The effect of STEM-based robotic applications on the creativity and attitude of students. Journal of science learning, 4(3), 288-297.
  • Topsakal, İ. & Yalçın, S. A. (2020). Investigating the impact of problem-based STEM education on students' learning climates. International Journal of Scholars in Education, 3(1), 42-59.
  • Uğraş, M. (2017). Preschool teachers' views on STEM practices. New Approaches to Education Journal, 1(1), 39-54.
  • Uyanık Balat, G. & Günşen, G. (2017). STEM Approach in the Preschool Period. Journal of Academic Social Research, 5(42), 337-348.
  • Yasin, A.I., Prima, E.C. & Sholihin, H. (2018). Learnıng electrıcıty usıng arduıno-androıd based game to ımprove STEM literacy. Journal of science learning, 1(3), 77-94.
  • Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods in social sciences (Chapter 6). Distinguished Publishing.
  • Yıldırım, R. (1998). Creativity and Innovation. System Publishing. Istanbul.
  • Yıldırım, Z. (2021). Investigation of the effect of the m-stem program developed for 60-72 months old children attending Montessori education on children's scientific process skills. Master Thesis, Yıldız Technical University Social Sciences Institute, Istanbul.
  • Yücesan, Y. (2017). Examining the impact of Montessori education on problem-solving skills and problem behaviours of preschool children. Graduate Thesis, Karabük University Institute of Health Sciences, Karabuk.
  • Wang, H. (2012). A new era of science education: Science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. Doctoral Dissertation, Minnesota University, Minnesota.
  • Walsh, P. R (2011). Creating a “values” chain for sustainable development in developing nations: where Maslow meets Porter. Environment, Development and Sustainability, 13(4), 789-805.
There are 51 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Issue Articles
Authors

Zehra Çakır 0000-0003-4585-8214

Sema Altun Yalçın 0000-0001-6349-2231

Publication Date April 30, 2022
Published in Issue Year 2022Volume: 13 Issue: 2

Cite

APA Çakır, Z., & Altun Yalçın, S. (2022). The Effect of Montessori Approach-based STEM Education on Pre-service Pre-school Teachers’ Self-directed Learning / Montessori Yaklaşımı Temelli STEM Eğitimlerinin Okul Öncesi Öğretmen Adaylarının Öz Yönetimli Öğrenmeleri Üzerindeki Etkisi. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(2), 142-162. https://doi.org/10.19160/e-ijer.1038793
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