Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus

Gülyüz Debeş

doi:10.29333/ejmste/91090

Full Text (PDF)

Gülyüz Debeş ¹ ^*

More Detail

¹ Near East University, Lefkosa, CYPRUS^* Corresponding Author

Abstract

In this study, Seminars were envisaged on the importance of stem education at secondary schools. Basicly these seminars were about to introduce STEM education to the teachers. Pre-test and post-tests were applied in the study. By this way, it was aimed to measure the effectiveness of the seminars on especially maths and technology related courses of teachers. Three scales are used to test the effectiveness of the seminars. As for the results it was found that teachers were positively effected by the mathematical self literacy but had no difference in their mathematical thinking ability and in terms of their technological use.

Keywords

STEM education
seminars
mixed methods
technological level of use

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 12, December 2018, Article No: em1608

https://doi.org/10.29333/ejmste/91090

Publication date: 31 Jul 2018

Online publication date: 16 May 2018

Article Views: 3607

Article Downloads: 1827

Open Access References How to cite this article

References

Açıkalın, A. (2014). Eğitimde İnsan Kaynağının Yönetimi. S. Turan İçinde, Eğitim Yönetimi Teori, Araştırma ve Uygulama. Ankara: Pegem.
Boaler, J. (2000). Exploring situated insights into research and learning. Journal for research in mathematics education, 113-119. https://doi.org/10.2307/749822.
Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: current perceptions. Technology and Engineering Teacher, 70(6), 5.
Chen, D., & Stroup, W. (1993). General system theory: Toward a conceptual framework for science and technology education for all. Journal of Science Education and Technology, 2(3), 447-459. https://doi.org/10.1007/BF00694427.
Chittum, J. R., Jones, B. D., Akalin, S., & Schram, A. B. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of STEM Education, 4(11), 2-16. https://doi.org/10.1186/s40594-017-0065-4.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks, CA: Sage.
Crippen, K. J., & Archambault, L. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173. https://doi.org/10.1080/07380569.2012.658733.
Dreyfus, S. E. (2004). The five-stage model of adult skill acquisition. Bulletin of science, technology & society, 24(3), 177-181. https://10.1177/0270467604264992.
Ersoy, E., & Başer, N. E. (2013). Matematiksel düşünme ölçeğinin geliştirilmesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 21(4), 1471-1486.
Figliano, F. (2007). Strategies for integrating STEM content: A pilot case study. (Unpublished masters dissertation). Virginia Polytechnic Institute and State University, Virginia.
Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115. https://doi.org/10.1177/1365480214521457.
Furner, J. M. (2017). Teachers and Counselors: Building Math Confidence in Schools. European Jourrnal of STEM Education, 2(2), 3. https://doi.org/10.20897/ejsteme.201703.
Gökel, Ö., & Dağlı, G. (2015). Osmanlı’dan Günümüze Kıbrıs Türk Eğitim Sisteminin Geçirmiş Olduğu Evreler. Journal of International Social Research, 8(37). https://doi.org/10.17719/jisr.20153710641.
Huet, I. (2017). Research-based education as a model to change the teaching and learning environment in STEM disciplines. European Journal of Engineering Education, 1-16. https://doi.org/10.1080/03043797.2017.1415299.
Isleem, M.B. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: A statewide survey (Unpublished PhD thesis), The Ohio State University.
Jonassen, D. H. (1999). Designing constructivist learning environments. Instructional design theories and models: A new paradigm of instructional theory, 2, 215-239.
Karakuş, M. (2014). Eğitim Yönetiminde Değerler. S. Turan İçinde, Eğitim Yönetimi, Teori, Araştırma ve Uygulama. Ankara: Pegem.
Kim, G. S., & Choi, S. Y. (2012). The effect of creative problem solving ability and scientific attitude through the science based STEAM program in the elementary gifted students. Journal of Korean Elementary Science Education, 31(2), 216-226.
Krishnamurthi, A., Ballard, M., & Noam, G. G. (2014). Examining the Impact of Afterschool STEM Programs. Afterschool Alliance. Retrieved on 12/10/2017 from http://alabamaacn.org/wp-content/uploads/2014/11/Examining-the-Impact-of-AfterschoolPrograms-STEM-Implementation.pdf/.
Lamb, R. L., Vallett, D. B., & Annetta, L. (2014). Development of a short-form measure of science and technology self-efficacy using Rasch analysis. Journal of Science Education and Technology, 23, 641–657. https://doi.org/10.1007/s10956-014-9491-y.
Myers, B. E., & Dyer, J. E. (2004). Agriculture teacher education programs: A synthesis of the literature. Journal of Agricultural Education, 45(3), 44-52. https://doi.org/10.5032/jae.2004.03044.
Olivarez, N. (2012). The Impact of a STEM program on academic achievement of eighth grade students in a south texas middle school (Unpublished doctoral dissertation). Texas A & M University, Texas.
Özgen, K., & Bindak, R. (2008). Matematik okuryazarlığı öz-yeterlik ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 16(2), 517-528.
Özmen, F., & Yörük, S. (2005). İnsan Kaynakları Yönetimi Çerçevesinde, Okul Yöneticilerinin Karar Verme Sürecindeki Etkiliklerine İlişkin Ölçek Geliştirilmesi, Journal of Social Science, 179.
Park, S. J., & Yoo, P. K. (2013). The Effects of the learning motive, interst and science process skills using the “light” unit in science-based STEAM. Elementary Science Eucation, 32(3), 225-238.
Şişman, M., Güleş, H., & Dönmez, A. (2010). Demokratik Bir Okul Kültürü İçin Yeterlilikler Çerçevesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 3(1), 167-182.
Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 02. https://doi.org/10.20897/ejsteme/83659.
Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 1-21. https://doi.org/10.1080/09500693.2018.1473659.
Vygotsky, L. S. (1978). Mind in society, the development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, H. H. (2012). A new era of science education: science teachers’ perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration (Unpublished doctoral dissertation). The University of Minnesota, Minnesota.
Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 2.
Weber, E., Fox, S., Levings, S. B., & Bouwma-Gearhart, J. (2013). Teachers’ conceptualizations of integrated STEM. Academic Exchange Quarterly, 17(3), 1-9.
Widdowson, D. A., Dixon, R. S., Peterson, E. R., Rubie-Davies, C. M., & Irving, S. E. (2015). Why go to school? Student, parent and teacher beliefs about the purposes of schooling. Asia Pacific Journal of Education, 35(4), 471-484. https://doi.org/10.1080/02188791.2013.876973.
Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. The Journal of Special Education, 36(2), 89-101. https://doi.org/10.1177/00224669020360020401.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America’s schools. Education Review//Reseñas Educativas.

How to cite this article

APA

Debeş, G. (2018). Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1608. https://doi.org/10.29333/ejmste/91090

Vancouver

Debeş G. Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus. EURASIA J Math Sci Tech Ed. 2018;14(12):em1608. https://doi.org/10.29333/ejmste/91090

AMA

Debeş G. Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus. EURASIA J Math Sci Tech Ed. 2018;14(12), em1608. https://doi.org/10.29333/ejmste/91090

Chicago

Debeş, Gülyüz. "Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 12 (2018): em1608. https://doi.org/10.29333/ejmste/91090

Harvard

Debeş, G. (2018). Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1608. https://doi.org/10.29333/ejmste/91090

MLA

Debeş, Gülyüz "Effects of STEM Education Seminars on Teachers in the Schools of North Cyprus". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 12, 2018, em1608. https://doi.org/10.29333/ejmste/91090