EVALUATION OF MIDDLE SCHOOL STUDENTS' ATTITUDES TOWARDS STEM EDUCATION
DOI:
https://doi.org/10.46827/ejes.v0i0.2613Keywords:
STEM, attitude, successAbstract
The aim of this study is to evaluate the attitudes of secondary school students towards STEM education. For this purpose, screening method, one of the quantitative research methods, has been used. Of the 384 students who participated in the research, 50.5% are female and 49.5% are male. Data has been obtained through STEM training attitude scale. The data has been analyzed by means of SPSS 21.0 software with average, standard deviation, t test and correlation techniques. As a result of the study, it has been concluded that the participants have positive attitudes towards the fields that make up STEM. It has been observed that there is no correlation between the participants' attitudes towards STEM and their gender. However, there is a significant positive correlation between their attitudes towards STEM and their success in science and general courses.
Article visualizations:
References
Aiken, L. R. (1980). Attitudes towards mathematics. Review Educational Research. 40(1), 551-596
Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M., Öner, T., & Özdemir, S. (2015). Turkey STEM Education Report. http://www.aydin.edu.tr/belgeler/IAU-STEM-Egitimi-Turkiye-Raporu-2015.pdf
Altınok, H. (2005). Cinsiyet ve Başarı Durumlarına Göre İlköğretim 5. Sınıf Öğrencilerinin Fen Bilgisi Dersine Yönelik Tutumları. Eurasian Journal of Educational Research, 17, 81-91.
Atkinson, Robert D. & Mayo, Merrilea Joyce. (2010). Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. The Information Technology & Innovation Foundation.
Aşkar, P. (1986). Matematik Dersine Yönelik Tutum Ölçen Likert Tipi Ölçeğin Geliştirilmesi. Eğitim ve Bilim dergisi, (11), 31-34
Becker, K., & Park, K. (2011). Effect of integrative approaches among Science, technology, engineering and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and Research, 12, 23-37.
Bethke-Wendell, K., & Rogers, C. (2013). Engineering design‐based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513-540.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70, 30–35.
Christensen, R., Knezek, G., (2015). Active learning approaches to integrating technology into middle school science classrooms: reconceptualizing a middle school science curriculum based on 21st century skills. Spector, J. M. (eds). Full steam ahead: emerging technologies for STEAM. Springer Academic, New York.
Çoban, A. (1989). Ankara merkez orta okullarındaki son sınıf öğrencilerinin matematik dersine ilişkin tutumları. Yayınlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Sosyal Bilimler Enstitüsü.
Ersin, M. (1981). Eğitimde Psikolojinin Rolü. İstanbul: Milli Eğitim Basımevi
Falk, J. H., Staus, N., Dierking, L. D., Penuel, W., Wyld, J. & Bailey, D. (2016) Understanding youth STEM interest pathways within a single community: the Synergies project, International Journal of Science Education, Part B, 6(4), 369-384, doi: 10.1080/21548455.2015.1093670
Friday Institute for Educational Innovation (2012). Middle and High School STEM-Student Survey. Raleigh, NC: Author.
Gülhan, F. & Şahin, F. (2016). Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin bu alanlarla ilgili algı ve tutumlarına etkisi. International Journal of Human Sciences,13(1), 602-620. doi:10.14687/ijhs.v13i1.3447
Güzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271–279.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis: Pearson Education Limited.
Hirsch, L. S., Carpinelli, J. D., Kimmel, H., Rockland, R., & Bloom, J. (2007). The differential effects of engineering curricula on middle school students’ attitudes to and knowledge of engineering careers. Published in the proceedings of 2007 Frontiers in Education Conference, Milwaukee, WI.
Keçeci, G., Alan, B., & Zengin, F. K. (2016). Eğitsel bilgisayar oyunlari destekli kodlama öğrenimine yönelik tutum ölçeği: geçerlilik ve güvenirlik çalişması. Education Sciences, 11(4), 184-194. http://dx.doi.org/10.12739/NWSA.2016.11.3.1C0661
Kocabaş, A. (1997). Temel eğitim 2. kademe öğrencileri için müziğe ilişkin tutum ölçeğinin geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 13, 141-145.
Kutch, M. (2011). Integrating science and mathematics instruction in a middle school STEM Course: The impact on attitudes, career aspirations and academic achievement in science and mathematics. Doctoral thesis. Wilmington University. (UMI No. 3456933).
Kylonen, P. C. (2012). Measurement of 21st century skills within the common core state standards. Paper presented at the Invitational Research Symposium on Technology Enhanced Assessments, May 7-8.
Lark C. E. D. (2015). Identifying pioneers of tomorrow: A study of the relationship between middle school students innovator skills and STEM interest, Doctoral Thesis. Creighton University.
Mattern, N. Ve Schau, C. (2001). Gender difference in attitude-achievement relationships over time among white middle school students. Journal of Research in Science Teaching, 39, 324-340.
Ministry of National Education (MoNE) TTKB. (2005). İlköğretim Fen ve Teknoloji Dersi Öğretim Programı. Ankara.
Ministry of National Education (MoNE) (2018). İlköğretim Fen ve Teknoloji Dersi Öğretim Programı. Ankara.
Ministry of National Education (MoNE) (2011). 2011 TIMSS Türkiye Raporu. Ankara.
Ministry of National Education (MoNE) (2015). 2015 TIMSS Türkiye Raporu. Ankara.
Moore, T. J., Stohlmann, M. S., Wang, H.-H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In Ş. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in precollege settings: Research into practice (pp. 35-60). West Lafayette: Purdue.
Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. TIES (Teaching Institute for Excellence in STEM). Reached 5 Kasım 2016 at: http://www.wythe-excellence.org/media/STEM_Articles.pdf
Museus, S. D., Palmer, R. T., Davis, R. J., & Maramba, D. C. (2011). Racial and ethnic minority students’ success in STEM education. ASHE-Higher Education Report Series. Hoboken, NJ: Jossey-Bass.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Neale, D. C. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631-640.
Osborne, J., Simon, S., & Tytler, R. (2009, August). Attitudes towards school science: An update. In Annual Meeting of the American Educational Research Association, San Diego, CA. Retrieved from http://webfronter.com/bexley/science/menu3
Ostler, E. (2012). 21st Century STEM education: A tactical model for long-range success. International Journal of Applied Science and Technology, 2(1). 28-33.
Özdemir, A. M. (2012). İlköğretim 5. sınıf fen ve teknoloji dersi ünitelerinde kavramsal değişim yaklaşımının öğrenci başarısına etkisinin incelenmesi. (Yayımlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
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
Ricks, M.M. (2006) A study of the impact of an informal science education program on middle school students’ science knowledge, science attitude, STEM high school and college course selections, and career decisions. Doktoral Thesis. The University of Texas, Austin.
Sjøberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE. Asia-Pacific Forum on Science Learning and Teaching, 6(2), 1–17.
Soland, J., Hamilton, L. S., and Stecher, B. M. (2013). Measuring 21st century competencies guidance for educators. Santa Monica, CA: RAND Corporation.
Super, D. E. (1969). Vocational development theory. Couns Psychol 1(1), 2–30.
Şişman, M., Acat, M. B., Aypay, A. ve Karadağ, E. (2011). TIMSS 2007 Ulusal Matematik ve Fen Raporu 8. Sınıflar. T. C. Millî Eğitim Bakanlığı, Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı, Hermes Ofset, Ankara.
Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components. Intermediate Unit 1 and Carnegie Mellon, Pennsylvania.
Turner S., Ireson G. (2014) Fifteen pupils’ positive approach to primary school science: when does it decline? Educ Stud 36(2):119–141.
Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a measure of student attitudes toward science, technology, engineering, and math (S-STEM). Journal of Psychoeducational Assessment, 33(7), 622-639.
Uyanık, G. (2017). İlkokul öğrencilerinin fen bilimleri dersine yönelik tutumları ile akademik başarıları arasındaki ilişki. TÜBAV Bilim, 10 (1), 86-93
Zan, R. & Di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. TMME Monograph, 3, 157-168.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
