Sürdürülebilir Kalkınma Amaçları
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- MakaleYalnız künye2024The Effect of STEM Education on the Pre-school Pre-service Teachers’ Lifelong Learning Tendencies
Yalçın, Paşa; Çakır, Zehra; Yalçın, Sema Altun
The research aims to explore the effect of STEM education on pre-service teachers' lifelong learning tendencies. 22 pre-service teachers studying in the 4th grade participated in the research. The research was carried out within the scope of the STEM education elective course given in the pre-school teaching department in the faculty of education. A methods approach was employed in the research. In the research, in which the explanatory mixed design was applied, the quantitative data were collected with the Lifelong Learning Tendency Scale. Qualitative data were obtained with a semi-structured interview form. At the end of the study, it was determined that STEM education had a positive effect on the pre-service teachers' lifelong learning tendencies and developed their lifelong learning skills. It was found, with STEM education, that producing machines, robots, and vehicles with simple materials contributed to their seeing the materials around them with different eyes and their desires to learn and produce new things. It was also stated that they contributed to self-directed learning, increased their willingness to explore and research, and activated their learning by doing and experiencing skills. It was concluded that they enjoyed doing the activities, which made the information permanent and created their desire to use these activities in their lessons in order to create fun and permanent learning environments in the future.
- MakaleAçık Erişim2024The Effect of STEM-Based Robotic Coding Education on Primary School Students’ Decision-Making Skills
Çakır, Zehra; Yalçın, Sema Altun; Meral, Meryem; Samur, Esila
This study aimed to determine the effectiveness of STEM-based robotic coding education for primary schoolers in terms of their decision-making skills. Mixed method was preferred in the research. Pretest-posttest control group designs were used in the quantitative phase, and the case study was used in the qualitative phase of the research. The study sample consisted of 65 third graders. Pre-testing of experimental and control group students was performed using the decision-making skill scale. STEM-based robotic coding training was given to the experimental group for 6 weeks. Afterwards, the decision-making skill scale was applied as a post-test to both the experimental and control group. Quantitative data were analyzed with the paired and independent samples t-test. A statistically significant increase was observed in the experimental group students’ decision-making skills in favor of the post-test. There was no significant difference between the pre-and post-test scores of the control group students. An interview with 15 experimental group students was conducted in order to collect qualitative data, and the interview results were analyzed using the content analysis technique. According to the qualitative findings, robotic coding education positively affected the students’ decision-making, problem-solving, and willingness to share ideas. Suggestions were made based on the results.
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