The readiness level of teachers in science, technology, engineering and mathematics education

Küçük Resim Yok

Tarih

2018

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Horizon Research Publishing Corporation

Erişim Hakkı

CC0 1.0 Universal
info:eu-repo/semantics/openAccess

Araştırma projeleri

Organizasyon Birimleri

Dergi sayısı

Özet

The aim of this research is to determine the viewpoints and readiness of class, mathematics and science teachers on STEM (Science, Technology, Engineering and Mathematics) Education. The other aims are to determine different between branches and seniority in the readiness of teachers on STEM Education. The review method was used in the study the sampling of the study consisted of 371 teachers, who were selected randomly from Siirt and Batman. A questionnaire was developed by the authors of the study to determine the readiness of the teachers on STEM Education. Frequencies, arithmetic averages and the Kruskal Wallis H was used in this research. The teachers who participated in the study believe that they are inadequate about implementing teaching designs that are inventive, use scientific methods, develop creative STEM products, and aim to raise students who critically examine these products. In addition, they do not see themselves adequately in terms of process evaluation, assisted education in information technology, development of engineering applications suitable for the student level, analysis according to Bloom taxonomy and activities related to higher skill levels. Among the issues that teachers see themselves as middle level and above it are project-based, probabilistic learning and structuring of knowledge.

Açıklama

Anahtar Kelimeler

Science education, Mathematics education, Technology education, Engineering, Teacher trainer

Kaynak

Universal Journal of Educational Research

WoS Q Değeri

Scopus Q Değeri

Cilt

6

Sayı

11

Künye

Aşiroğlu, S. ve Koç Akran, S. (2018). The readiness level of teachers in science, technology, engineering and mathematics education. Universal Journal of Educational Research. 6(11), s. 2461-2470.