MUSTAFA ÇEVİK
(Karamanoğlu Mehmetbey Üniversitesi, Eğitim Fakültesi, Karaman, Türkiye)
Zeynel AZKIN
(Milli Eğitim Bakanlığı, Şehit Ahmet Ersoy İlköğretim Okulu, Mersin, Türkiye)
Yıl: 2020Cilt: 14Sayı: 34ISSN: 1309-0682Sayfa Aralığı: 1 - 44Türkçe

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STEM Anlayışının ve Görselleştirilmesinin Zeka Alanlarıyla İlişkisinde Proje Tabanlı Öğretime Dayanan STEM Yaklaşımının (STEM PTÖ) Rolü
Bu araştırmanın amacı Proje Tabanlı Öğretime Dayanan STEM (STEM PTÖ) yaklaşımının ortaokul öğrencilerinin STEM anlayışları ile görselleştirmelerinde öne çıkan zeka alanlarıyla ilişkisine etkisini incelemektir. Bu kapsamda STEM PTÖ yaklaşımıyla öğrencilerin akademik başarılarına etkisi tespit edilmiş bu etki ile öne çıkan zeka alanları arasındaki korelasyon ortaya konulmuştur. Araştırma karma modellerden biri olan açımlayıcı desene göre tasarlanmıştır. Araştırmanın nicel boyutunda ön test son test kontrol gruplu yarı deneysel desen, nitel boyutunda ise durum çalışması deseni gerçekleştirilmiştir. Araştırmaya 58 öğrenci katılmıştır. Uygulama 5. Sınıf fen bilimleri dersinde 12 hafta boyunca yürütülmüştür. Deney grubu 30 ve kontrol grubu 28 kişiden oluşmuştur. Araştırmanın sonunda STEM PTÖ yaklaşımının öğrencilerin akademik başarılarında yüksek düzeyde son test lehine bir etkiye sahip olduğu tespit edilmiştir. Ve bu başarı ile öğrencilerin zeka alanları arasındaki korelasyon ortaya konulmuştur. Uygulama sonrasında deney grubu öğrencileriyle yapılan görüşmelerde öğrencilerin daha çok mühendislik ve tasarım, fen, eğlence/oyun, matematik, teknolojik aletler ve duygu kavramlarını merkeze aldıkları çizimler ile STEM’i anlatmaya çalışmışlardır. Bu temalar ile öne çıkan zeka alanları arasındaki ilişkiye de bakılarak bir bağıntı ortaya ortaya konmuştur.
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