Publication: STEM kapsamında yapılan bir uygulamanın öğrencilerin matematik başarı düzeyleri ve tutumlarına etkisinin incelenmesi
Abstract
Yaşadığımız çağda, bilgi toplumu bireylerinden beklenen meraklı, araştırmacı ve üretici olmasıdır. Bireylerin eğitim süreçleri planlanırken, bu sürecin problem çözebilmelerini, araştırmalarını, karar verebilmelerini, yenilikçi buluşlar yapmalarını destekleyici ve bukonulardaki ilgi ve yeteneklerini ortaya çıkarması beklenmektedir. Öğrencilerin eğitim hayatı boyunca matematik, fen bilimleri, mühendislik ve teknoloji hakkında öğrendikleri şeyler; siyasî ve vatandaşlıkla ilgili konularda ve kendi hayatlarıyla ilgili bilgiye dayanan kararlar vermekapasiteleri yanında onların entelektüel gelişimlerini, gelecekteki çalışma ve iş fırsatlarını ve kariyer seçimlerini de şekillendirir. Küresel ısınmadan tıbbî tedaviye, sosyal ağlardan ev kredilerine kadar çok geniş bir yelpazedeki birçok sosyal ve şahsî mesele fen bilimleri,teknoloji, mühendislik ve matematikle (STEM) ilgilidir. Fen, teknoloji, mühendislik, matematik disiplinlerini birbirine bağlayan STEM eğitimi, bu disiplinler arasında ayrımı ortadan kaldırarak tam bütünleşmeyi uyumlu bir şekilde oluşturarak, tüm eğitim kademelerinde, soru soran, problem çözebilen, üreten ve yenilikçi bireylerin yetiştirilmesini hedeflemektedir. STEM eğitimi yaklaşımıyla, öğrencilerin üretim ve yenilikçi tasarımlar yapma konusunda problem çözme, yaratıcı düşünme ve bilinçli karar verme gibi yeteneklerigeliştirilmektedir. Bu çalışmanın yapılmasındaki amaç; STEM eğitiminin, matematik dersine ilişkin öğrencilerin akademik başarılarına ve STEM tutumlarına yönelik etkisini incelemektir. Alan yazında bulunan STEM ve matematik eğitimi çalışmaları incelenmiştir. Araştırma nicelaraştırma yöntemlerinden ön test son test kontrol gruplu yarı deneysel desen olarak tasarlanmıştır. Denizli ili, Pamukkale ilçesinde araştırmacının da öğretmen olarak çalıştığı bir ortaokulda 2023 – 2024 eğitim ve öğretim yılı birinci dönemde yedinci sınıf öğrencileriyle araştırma uygulaması gerçekleştirilmiştir. Kolay ulaşılabilir örnekleme yöntemi kullanılarak yedinci sınıf olan iki şubeden bir tanesi deney grubu, diğer şube ise kontrol grubu olarak seçilmiştir. Kontrol grubu ve deney grubuna öğrencilerin matematik dersine ilişkin akademik başarılarını ve STEM tutumlarını ölçen ön test uygulanmıştır. Sonrasında Tam Sayılar ve Rasyonel Sayılar ünitelerindeki kazanımlar deney grubunda STEM uygulamalarıyla gerçekleştirilmiş, kontrol grubunda ise geleneksel eğitim yaklaşımı ile ders uygulaması gerçekleştirilmiştir. Seçilen etkinliklerin bitiminde deney ve kontrol gruplarına öğrencilerin akademik başarılarını ve STEM tutumlarını ölçen son testler uygulanmıştır. Öğrencilerin ön test ve son testlerinden elde edilen bulgular akademik başarı ve STEM tutum belirleme ölçeği kullanılarak puanlanmış ve öğrencilerin puanları veri olarak elde edilmiştir. Verilerin analizinde Mann Whitney U, Wilcoxon İşaret Sıralaması ve t-testleri SPSS 23.00 istatistik paket programından yararlanılarak nicel bulgular elde edilmiştir. Araştırma sonucunda, STEM temelli matematik eğitimi etkinlikleri öğrencilerin STEM’ e karşı tutumlarında bir fark yaratmazken deney grubu öğrencilerinin matematiksel başarı düzeyine istatistiksel olarak olumlu yönde katkı sağladığı sonucuna ulaşılmıştır. Elde edilen bulgulara dayanılarakaraştırmacılara ve eğitimcilere bazı önerilerde bulunulmuştur.
In the age we live in, individuals of the information society are expected to be curious, researchers and producers. When planning the educational process of individuals, it is expected that this process will support them to solve problems, research, make decisions, make innovative discoveries and reveal their interests and abilities in these areas. What students learnabout mathematics, science, engineering and technology throughout their education shapes their intellectual development, future study and job opportunities, and career choices, as well as their capacity to make informed decisions about political and civic issues and their own lives.From global warming to medical treatment, from social networks to home loans, a wide range of social and personal issues are related to science, technology, engineering and mathematics (STEM). STEM education, which connects science, technology, engineering and mathematics disciplines, aims to raise individuals who ask questions, solve problems, produce and innovateat all levels of education by eliminating the distinction between these disciplines and creating full integration in a harmonious way. With the STEM education approach, students' abilities such as problem solving, creative thinking and informed decision-making are developed inproduction and innovative designs. The purpose of this study is to examine the effect of STEM education on students' academic achievement and STEM attitudes towards mathematics course. STEM and mathematics education studies in the literature were examined. The research wasdesigned as a quasi-experimental design with pretest-posttest control group from quantitative research methods. The research application was carried out with seventh grade students in the first semester of the 2023-2024 academic year in a middle school in Pamukkale district ofDenizli province, where the researcher also works as a teacher. Using the convenience sampling method, one of the two seventh grade classes was selected as the experimental group and the other class was selected as the control group. The control group and the experimental group were administered a pre-test measuring students' academic achievement in mathematics and STEM attitudes. Afterwards, the acquisitions in the Whole Numbers and Rational Numbers units were realized with STEM applications in the experimental group, while the course implementation was carried out with the traditional education approach in the control group. At the end of the selected activities, post-tests measuring students' academic achievement and STEM attitudes were applied to the experimental and control groups. The findings obtained from the pre-test and post-test of the students were scored using the academic achievement andSTEM attitude determination scale and the scores of the students were obtained as data. Quantitative findings were obtained by using Mann Whitney U, Wilcoxon Sign Ranking and ttests using SPSS 23.00 statistical package program. As a result of the research, it was concluded that STEM-based mathematics education activities did not make a difference in students' attitudes towards STEM, but statistically contributed positively to the mathematical achievement level of the experimental group students. Based on the findings, some suggestions were made to researchers and educators.
In the age we live in, individuals of the information society are expected to be curious, researchers and producers. When planning the educational process of individuals, it is expected that this process will support them to solve problems, research, make decisions, make innovative discoveries and reveal their interests and abilities in these areas. What students learnabout mathematics, science, engineering and technology throughout their education shapes their intellectual development, future study and job opportunities, and career choices, as well as their capacity to make informed decisions about political and civic issues and their own lives.From global warming to medical treatment, from social networks to home loans, a wide range of social and personal issues are related to science, technology, engineering and mathematics (STEM). STEM education, which connects science, technology, engineering and mathematics disciplines, aims to raise individuals who ask questions, solve problems, produce and innovateat all levels of education by eliminating the distinction between these disciplines and creating full integration in a harmonious way. With the STEM education approach, students' abilities such as problem solving, creative thinking and informed decision-making are developed inproduction and innovative designs. The purpose of this study is to examine the effect of STEM education on students' academic achievement and STEM attitudes towards mathematics course. STEM and mathematics education studies in the literature were examined. The research wasdesigned as a quasi-experimental design with pretest-posttest control group from quantitative research methods. The research application was carried out with seventh grade students in the first semester of the 2023-2024 academic year in a middle school in Pamukkale district ofDenizli province, where the researcher also works as a teacher. Using the convenience sampling method, one of the two seventh grade classes was selected as the experimental group and the other class was selected as the control group. The control group and the experimental group were administered a pre-test measuring students' academic achievement in mathematics and STEM attitudes. Afterwards, the acquisitions in the Whole Numbers and Rational Numbers units were realized with STEM applications in the experimental group, while the course implementation was carried out with the traditional education approach in the control group. At the end of the selected activities, post-tests measuring students' academic achievement and STEM attitudes were applied to the experimental and control groups. The findings obtained from the pre-test and post-test of the students were scored using the academic achievement andSTEM attitude determination scale and the scores of the students were obtained as data. Quantitative findings were obtained by using Mann Whitney U, Wilcoxon Sign Ranking and ttests using SPSS 23.00 statistical package program. As a result of the research, it was concluded that STEM-based mathematics education activities did not make a difference in students' attitudes towards STEM, but statistically contributed positively to the mathematical achievement level of the experimental group students. Based on the findings, some suggestions were made to researchers and educators.