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STEM Temelli Alternatif Enerji Kaynakları Etkinliklerinin STEM Öğretim Niyetine ve Tutumuna Etkisi / The Effects of STEM-Based Alternative Energy Activities on STEM Teaching Intention and Attitude

Year 2022, Volume: 13 Issue: 2, 126 - 141, 30.04.2022
https://doi.org/10.19160/e-ijer.1072141

Abstract

Bu çalışmanın amacı, STEM temelli alternatif enerji kaynakları etkinliklerinin, fen bilgisi öğretmen adaylarının bütünleştirici STEM öğretimi niyetine ve tutumlarına etkisini belirlemektir. Araştırmada nicel araştırma yöntemlerinden biri olan tek grup ön test-son test deneysel desen kullanılmıştır. Çalışma grubunu fen bilgisi öğretmenliği bölümünde öğrenim gören 29 kadın ve 11 erkek fen bilgisi öğretmen adayı oluşturmuştur. Veri toplamak için bütünleştirici STEM öğretme niyeti anketi ve STEM'e yönelik tutum ölçeği kullanılmıştır. Araştırma sonucunda, bütünleştirici STEM öğretimi niyeti ve STEM'e yönelik tutum, ön uygulama ile karşılaştırıldığında önemli ölçüde artmıştır. Bütünleştirici STEM öğretim niyeti ölçeğinin bilgi, değer, tutum, algılanan davranışsal kontrol ve davranışsal niyet, öznel norm alt boyutlarına ait katılımcıların ön ve son test puanları arasında anlamlı farklılık vardır. Cohen'e (1988) göre bütünleştirici STEM öğretimi niyetine ait alt boyutlardan öznel norm harici tüm alt boyutlarda etki değeri büyüktür. STEM'e yönelik tutum ölçeğinin fen, matematik, mühendislik ve teknoloji, 21. yy becerileri altboyutlarına ait katılımcıların ön ve son test puanları arasında anlamlı farklılık bulunmuştur. Cohen'e (1988) göre etki değeri fen için büyük, matematik için küçük, mühendislik ve teknoloji ile 21. yüzyıl becerileri için hesaplanan etki büyüklüğü ortadır. Katılımcıların çoğunluğu hidroelektrik enerji, güneş enerjisi ve rüzgâr enerjisi ile ilgili tasarımlar yaparken, az sayıda katılımcı biyokütle enerjisi ve titreşim yoluyla enerji üretimi (piezoelektrik) ile ilgili STEM ürünleri tasarlamıştır. Bu bulgular ışığında, fen bilgisi öğretmen adaylarının bütünleştirici STEM öğretme niyetlerini ve fen bilgisi öğretmen adaylarının STEM'e yönelik tutumlarını geliştirmek için STEM temelli alternatif enerji etkinliklerinin uygulanabileceğini söylenebilir.

References

  • Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting elementary pre-service teachers to teach stem through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-22.
  • Affouneh, S., Salha, S., Burgos, D., Khlaif, Z. N., Saifi, A. G., Mater, N., & Odeh, A. (2020). Factors that foster and deter STEM professional development among teachers. Science Education, 104(5), 857-872. https://doi.org/10.1002/sce.21591
  • Appleton, K., & Kindt, I. (2002). Beginning elementary teachers’ development as teachers of science. Journal of Science Teacher Education, 13(1), 43-61. https://doi.org/10.1023/A:10151 81809961
  • Aydeniz, M. (2017). Eğitim sistemimiz ve 21. yüzyıl hayalimiz: 2045 hedeflerine ilerlerken, Türkiye için STEM odaklı ekonomik bir yol haritası [Our education system and our 21st century dream: A STEM-oriented economic roadmap for Turkey as we move towards 2045 goals]. University of Tennessee, Knoxville.
  • Aygen, M. B. (2018). Fen bilgisi öğretmen adaylarının bütünleşik öğretmenlik bilgilerinin desteklenmesine yönelik STEM uygulamaları. [STEM applications for supporting integrated teacher knowledge of science teacher candidates] (Unpublished master’s thesis). Fırat University, Institute of Educational Sciences, Elazığ.
  • Baran, E., Bilici, S. C., Mesutoglu, C., & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19. DOI:10.18404/ijemst.71338
  • Barry, D. M., Kanematsu, H., Lawson, M., Nakahira, K., & Ogawa, N. (2017). Virtual STEM activity for renewable energy. Procedia computer science, 112, 946-955. https://doi.org/10.1016/j.procs.2017.08.130
  • Bozkurt Altan, E. B., & Ercan, S. (2016). STEM education program for science teachers: perceptions and competencies. Journal of Turkish Science Education, 13(special), 103-117. doi: 10.12973/tused.10174a
  • Büyüköztürk, Ş. (2009). Manual of data analysis for social sciences. Ankara: Pegem Academy. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
  • Capraro, M. M., & Jones, M. (2013). Interdisciplinary STEM project-based learning in STEM Project-Based Learning, Rotterdam (pp. 51-58). The Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6209-143-6_6
  • Cebesoy, Ü, B., & Karışan, D. (2017). Investigation of Pre-service Science Teachers’ Knowledge, Teaching Efficacy Perceptions and Attitude towards Renewable Energy Sources. YYU Journal of Education Faculty, 14(1), 1377-1415.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. NJ: Erlbaum.
  • Cunningham, C. M., & Hester, K. (2007). Engineering is elementary: An engineering and technology curriculum for children. In American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI.
  • Çepni, S., & Ormancı, Ü. (2018). The world of the future. In Ç. Salih (Ed.), From Theory to Practice in Stem Education (pp. 1-37). Ankara: Pegem Academy.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Deniş Çeliker, H. (2020). The Effects of Scenario-Based STEM Project Design Process with Pre-Service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes. Journal of Educational Issues, 6(2), 451-477. https://doi.org/10.5296/jei.v6i2.17993
  • Eroğlu, S., & Bektaş, O. (2016). Ideas of Science Teachers took STEM Education about STEM based Activities. Journal of Qualitative Research in Education, 4(3), 43-67. DOI: 10.14689/issn.2148-2624.1.4c3s3m
  • Felix, A., & Harris, J. (2010). A project-based, STEM-integrated alternative energy team challenge for teachers. Technology and Engineering Teacher, 69(5), 29.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. SAGE.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGrawHill.
  • Friday Institute for Educational Innovation (2012). Middle and High School STEM-Student Survey. Raleigh, NC: Author.
  • Gutierrez, K., Ringleb, S. I., Kidd, J. J., Ayala, O. M., Pazos, P., & Kaipa, K. (2020). Partnering Undergraduate Engineering Students with Pre-service Teachers to Design and Teach an Elementary Engineering Lesson through Ed+gineering. 2020 ASEE Virtual Annual Conference Content Access, June 22-26, 2020.
  • Hacıömeroğlu, G., & Bulut, A. S. (2016). Integrative STEM teaching intention questionnaire: A validity and reliability study of the Turkish form. Journal of Theory and Practice in Education, 12(3), 654-669.
  • Karakul, A. K. (2016). Educating labour force for a green economy and renewable energy jobs in Turkey: A quantitave approach. Renewable and Sustainable Energy Reviews, 63, 568-578.
  • Karasar, N. (2015). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. (28. Baskı). Ankara: Nobel Akademik Yayıncılık.
  • Kumbur, H., Özer, Z., Özsoy, H. D., & Avcı, E. D. (2005). Türkiye’de geleneksel ve yenilenebilir enerji kaynaklarının potansiyeli ve çevresel etkilerinin karşılaştırılması [Comparison of the potential and environmental impacts of traditional and renewable energy sources in Turkey]. Yeksem 2005, III. Yenilenebilir Enerji Kaynakları Sempozyumu ve Sergisi, 19-21.
  • Lin, K. Y., & Williams, P. J. (2016). Taiwanese pre-service teachers’ science, technology, engineering, and mathematics teaching intention. International Journal of Science and Mathematics Education, 14(6), 1021-1036. DOI 10.1007/s10763-015-9645-2
  • Mayasari, T., Susilowati, E., & Winarno, N. (2019, November). Practicing integrated STEM in renewable energy projects: solar power. In Journal of Physics: Conference Series (Vol. 1280, No. 5, p. 052033). IOP Publishing.
  • Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institute for Excellence in STEM), 20, 2-7.
  • National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
  • Özcan, H., & Koca, E. (2019). Turkish adaptation of the attitude towards STEM scale: A validity and reliability study. Hacettepe University Journal of Education, 34(2), 387-401. doi:10.16986/HUJE.2018045061
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage Publications.
  • Sarı, U., Alıcı, M., & Şen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. The Electronic Journal for Research in Science & Mathematics Education, 22(1).
  • Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 4.
  • Subramanian, R. (2019, November). STEM Education and Renewable Energy Jobs. In 2019 Fall Mid Atlantic States Conference.
  • Sulaeman, N. F. (2020). A Study of STEM Education to Develop Solutions toward Issues in Renewable Energy in the Context of Japan and Indonesia. Doctoral dissertation, Shizuoka University, Japan.
  • Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 02-12. https://doi.org/ 10.20897/ejsteme/85525
  • Timur, B., & Belek, F. (2020). Investigation of the effects of STEM activities on pre-service teachers’ self-efficacy beliefs and STEM education orientations. Pamukkale University Journal of Education, 50, 315-332. doi: 10.9779/pauefd.465824
  • Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. https://doi.org/10.1007/s10798-011-9160-x
  • Wagner, T. (2008). Rigor redefined. Educational Leadership, 66(2), 20–24
  • Wahono, B., & Chang, C. Y. (2018). Examining the relationship between science teachers’ knowledge, attitude, and application of stem education. Proceedings of the 2018 International Conference of East-Asia Association for Science Education (EASE), Hualien.
  • Yıldırım, B., & Selvi, M. (2016). Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses. Journal of Human Sciences, 13(3), 3684-3695. doi:10.14687/jhs.v13i3.3876.

The Effects of STEM-Based Alternative Energy Activities on STEM Teaching Intention and Attitude / STEM Temelli Alternatif Enerji Kaynakları Etkinliklerinin STEM Öğretim Niyetine ve Tutumuna Etkisi

Year 2022, Volume: 13 Issue: 2, 126 - 141, 30.04.2022
https://doi.org/10.19160/e-ijer.1072141

Abstract

The aim of this study was to determine the effects of STEM-based alternative energy activities on integrative STEM teaching intention and attitude of pre-service science teachers towards STEM. Some examples of daily life problems were given to participants to design STEM projects about the theme of alternative energy sources during the whole semester. Participants worked in groups of four while designing STEM products. In the research, one-group pre-test and post-test experimental design, which is one of the quantitative research methods, was utilized. The study group was composed of 29 female and 11 male pre-service science teachers studying at the science education department. Integrative STEM teaching intention questionnaire and attitude towards STEM scale were used to collect data. As a result of the research, integrative STEM teaching intention and attitude towards STEM have significantly increased compared to the pre-implementation. There were significant differences between the pre- and post-tests’ participants scores of knowledge, value, attitude, perceived behavioral control and behavioral intention, subjective norm subscales of integrative STEM teaching intention. There were significant differences between the pre- and post-tests scores for science, mathematics, engineering and technology and 21th century skills sub-scales of attitude towards STEM. The effect size for all subscales of integrative STEM teaching intention was large except for subjective norm according to Cohen (1988). The effect size was large for science, was small for math, and was medium for engineering and technology and 21th century skills subscales of attitude towards STEM. The majority of pre-service science teachers made designs about alternative energy resources, such as hydroelectric energy, solar energy and wind energy, while a small number of preservice science teachers designed STEM products about biomass energy and energy generation by vibration (piezoelectric). Findings suggested that STEM-based alternative energy activities can be implemented to improve pre-service science teachers’ integrative STEM teaching intention and attitude of pre-service science teachers towards STEM.

References

  • Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting elementary pre-service teachers to teach stem through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-22.
  • Affouneh, S., Salha, S., Burgos, D., Khlaif, Z. N., Saifi, A. G., Mater, N., & Odeh, A. (2020). Factors that foster and deter STEM professional development among teachers. Science Education, 104(5), 857-872. https://doi.org/10.1002/sce.21591
  • Appleton, K., & Kindt, I. (2002). Beginning elementary teachers’ development as teachers of science. Journal of Science Teacher Education, 13(1), 43-61. https://doi.org/10.1023/A:10151 81809961
  • Aydeniz, M. (2017). Eğitim sistemimiz ve 21. yüzyıl hayalimiz: 2045 hedeflerine ilerlerken, Türkiye için STEM odaklı ekonomik bir yol haritası [Our education system and our 21st century dream: A STEM-oriented economic roadmap for Turkey as we move towards 2045 goals]. University of Tennessee, Knoxville.
  • Aygen, M. B. (2018). Fen bilgisi öğretmen adaylarının bütünleşik öğretmenlik bilgilerinin desteklenmesine yönelik STEM uygulamaları. [STEM applications for supporting integrated teacher knowledge of science teacher candidates] (Unpublished master’s thesis). Fırat University, Institute of Educational Sciences, Elazığ.
  • Baran, E., Bilici, S. C., Mesutoglu, C., & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19. DOI:10.18404/ijemst.71338
  • Barry, D. M., Kanematsu, H., Lawson, M., Nakahira, K., & Ogawa, N. (2017). Virtual STEM activity for renewable energy. Procedia computer science, 112, 946-955. https://doi.org/10.1016/j.procs.2017.08.130
  • Bozkurt Altan, E. B., & Ercan, S. (2016). STEM education program for science teachers: perceptions and competencies. Journal of Turkish Science Education, 13(special), 103-117. doi: 10.12973/tused.10174a
  • Büyüköztürk, Ş. (2009). Manual of data analysis for social sciences. Ankara: Pegem Academy. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
  • Capraro, M. M., & Jones, M. (2013). Interdisciplinary STEM project-based learning in STEM Project-Based Learning, Rotterdam (pp. 51-58). The Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6209-143-6_6
  • Cebesoy, Ü, B., & Karışan, D. (2017). Investigation of Pre-service Science Teachers’ Knowledge, Teaching Efficacy Perceptions and Attitude towards Renewable Energy Sources. YYU Journal of Education Faculty, 14(1), 1377-1415.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. NJ: Erlbaum.
  • Cunningham, C. M., & Hester, K. (2007). Engineering is elementary: An engineering and technology curriculum for children. In American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI.
  • Çepni, S., & Ormancı, Ü. (2018). The world of the future. In Ç. Salih (Ed.), From Theory to Practice in Stem Education (pp. 1-37). Ankara: Pegem Academy.
  • Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
  • Deniş Çeliker, H. (2020). The Effects of Scenario-Based STEM Project Design Process with Pre-Service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes. Journal of Educational Issues, 6(2), 451-477. https://doi.org/10.5296/jei.v6i2.17993
  • Eroğlu, S., & Bektaş, O. (2016). Ideas of Science Teachers took STEM Education about STEM based Activities. Journal of Qualitative Research in Education, 4(3), 43-67. DOI: 10.14689/issn.2148-2624.1.4c3s3m
  • Felix, A., & Harris, J. (2010). A project-based, STEM-integrated alternative energy team challenge for teachers. Technology and Engineering Teacher, 69(5), 29.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. SAGE.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). New York: McGrawHill.
  • Friday Institute for Educational Innovation (2012). Middle and High School STEM-Student Survey. Raleigh, NC: Author.
  • Gutierrez, K., Ringleb, S. I., Kidd, J. J., Ayala, O. M., Pazos, P., & Kaipa, K. (2020). Partnering Undergraduate Engineering Students with Pre-service Teachers to Design and Teach an Elementary Engineering Lesson through Ed+gineering. 2020 ASEE Virtual Annual Conference Content Access, June 22-26, 2020.
  • Hacıömeroğlu, G., & Bulut, A. S. (2016). Integrative STEM teaching intention questionnaire: A validity and reliability study of the Turkish form. Journal of Theory and Practice in Education, 12(3), 654-669.
  • Karakul, A. K. (2016). Educating labour force for a green economy and renewable energy jobs in Turkey: A quantitave approach. Renewable and Sustainable Energy Reviews, 63, 568-578.
  • Karasar, N. (2015). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. (28. Baskı). Ankara: Nobel Akademik Yayıncılık.
  • Kumbur, H., Özer, Z., Özsoy, H. D., & Avcı, E. D. (2005). Türkiye’de geleneksel ve yenilenebilir enerji kaynaklarının potansiyeli ve çevresel etkilerinin karşılaştırılması [Comparison of the potential and environmental impacts of traditional and renewable energy sources in Turkey]. Yeksem 2005, III. Yenilenebilir Enerji Kaynakları Sempozyumu ve Sergisi, 19-21.
  • Lin, K. Y., & Williams, P. J. (2016). Taiwanese pre-service teachers’ science, technology, engineering, and mathematics teaching intention. International Journal of Science and Mathematics Education, 14(6), 1021-1036. DOI 10.1007/s10763-015-9645-2
  • Mayasari, T., Susilowati, E., & Winarno, N. (2019, November). Practicing integrated STEM in renewable energy projects: solar power. In Journal of Physics: Conference Series (Vol. 1280, No. 5, p. 052033). IOP Publishing.
  • Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institute for Excellence in STEM), 20, 2-7.
  • National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
  • Özcan, H., & Koca, E. (2019). Turkish adaptation of the attitude towards STEM scale: A validity and reliability study. Hacettepe University Journal of Education, 34(2), 387-401. doi:10.16986/HUJE.2018045061
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage Publications.
  • Sarı, U., Alıcı, M., & Şen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. The Electronic Journal for Research in Science & Mathematics Education, 22(1).
  • Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 4.
  • Subramanian, R. (2019, November). STEM Education and Renewable Energy Jobs. In 2019 Fall Mid Atlantic States Conference.
  • Sulaeman, N. F. (2020). A Study of STEM Education to Develop Solutions toward Issues in Renewable Energy in the Context of Japan and Indonesia. Doctoral dissertation, Shizuoka University, Japan.
  • Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 02-12. https://doi.org/ 10.20897/ejsteme/85525
  • Timur, B., & Belek, F. (2020). Investigation of the effects of STEM activities on pre-service teachers’ self-efficacy beliefs and STEM education orientations. Pamukkale University Journal of Education, 50, 315-332. doi: 10.9779/pauefd.465824
  • Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. https://doi.org/10.1007/s10798-011-9160-x
  • Wagner, T. (2008). Rigor redefined. Educational Leadership, 66(2), 20–24
  • Wahono, B., & Chang, C. Y. (2018). Examining the relationship between science teachers’ knowledge, attitude, and application of stem education. Proceedings of the 2018 International Conference of East-Asia Association for Science Education (EASE), Hualien.
  • Yıldırım, B., & Selvi, M. (2016). Examination of the effects of STEM education integrated as a part of science, technology, society and environment courses. Journal of Human Sciences, 13(3), 3684-3695. doi:10.14687/jhs.v13i3.3876.

Details

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

Emrah HİĞDE 0000-0002-4692-5119

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

Cite

APA HİĞDE, E. (2022). The Effects of STEM-Based Alternative Energy Activities on STEM Teaching Intention and Attitude / STEM Temelli Alternatif Enerji Kaynakları Etkinliklerinin STEM Öğretim Niyetine ve Tutumuna Etkisi. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(2), 126-141. https://doi.org/10.19160/e-ijer.1072141

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