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Erken Çocukluk Döneminde STEM Yaklaşımı

Year 2019, Volume: 8 Issue: 2, 18 - 41, 31.12.2019

Özgül Polat Musa Bardak

Abstract

Çağlar
boyu eğitim ile kazandırılması düşünülen bilgi, beceri ve tutumların içeriğinde
değişmeler ve bu ögelerin öğretiminde farklılaşmalar meydana gelmiştir. İçinde bulunulan yüzyıl bireyleri için öngörülen
eğitimsel hedeflerin bütüncül bir bakış açısıyla 21. Yüzyıl becerileri olarak
adlandırılması ve bu yönde donanımlı vatandaşlar yetiştirmenin amaçlandığının
ifade edilmesi yaygınlık kazanmaktadır. 21. Yüzyıl becerileriyle donanmış bireyler
yetiştirmeyi hedefleyen eğitim anlayışlarından biri de disiplinlerarası
yaklaşımlardır.



Disiplinlerarası
yaklaşımlarla oluşturulan eğitimler, bir disiplin alanının diğer bir disiplin
alanını tamamlayıcı ya da destekleyici işlevi yönüyle, son derece etkili
olmaktadır. Fen bilimleri, Teknoloji, Mühendislik ve Matematik alanlarının
amaç-süreç-çıktı açısından birlikte ele alınmasına dayanan ve özellikle 2000’li
yıllardan itibaren bazı ülkelerin gündeminde ön sıralarda bulunan STEM
(Science, Technology, Engineering, Math), bu yaklaşımlardan biridir. Bu
yaklaşımın okul öncesi eğitimden ortaöğretim ve yükseköğretim seviyesine kadar yaygınlaştırılmasının
gerekliliği vurgulanmaktadır.



Bu çalışma ile STEM
yaklaşımının erken çocukluk eğitiminde kullanımına dikkat çekilmesi
amaçlanmıştır. Bu amaçla şimdiye kadar dünyada ve Türkiye’de STEM konusunda yapılan
araştırmalar derlenmiştir. Daha sonra okul öncesi eğitimde STEM yaklaşımının
sonraki eğitim kademeleri için nasıl bir altyapı oluşturabileceği ve okul
öncesi eğitime entegre edilebilirliği tartışılmıştır.

Keywords

Erken Çocukluk Eğitimi Disiplinlerarası Yaklaşımlar Okul öncesi Eğitim STEM STEM

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STEM Approach in Early Childhood

Year 2019, Volume: 8 Issue: 2, 18 - 41, 31.12.2019

Özgül Polat Musa Bardak

Abstract

Throughout the ages, there have been
changes in the content of knowledge, skills and attitudes that are thought to
be gained through education and there have been differences in teaching these
elements. In the current century, it is common to name the educational goals
for individuals as 21st century skills from a holistic point of view and to
express the aim of raising qualified citizens in this direction is becomin
widespread. In the current century, the view that the educational objectives
foreseen for individuals is called as 21st century skills from a holistic point
of view and that it is aimed to educate equipped citizens in this direction is
becoming widespread. Interdisciplinary approaches are one of the educational
approaches that aim to educate individuals equipped with 21st century skills.

Interdisciplinary approaches are
highly effective in the sense that one discipline is complementary or
supportive of another discipline. One of these approaches is STEM which has
been in the forefront of the agenda of some countries since 2000s, which is
based on the combination of science, technology, engineering and mathematics in
terms of purpose-process-output. It is emphasized that this approach should be
extended from pre-school education to secondary and higher education levels.





The aim of this study is to draw
attention to the use of STEM approach in early childhood education. For this
purpose, the research ever conducted on STEM in the world and in Turkey were
compiled. Then, how the STEM approach in preschool education can form as an
infrastructure for the next levels of education and its integration into
preschool education is discussed.

Keywords

STEM Early Childhood Education Interdisciplinary Approaches Preschool Education

References

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  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., Özdemir, S. (2015). STEM Eğitimi Türkiye Raporu: Günün Modası mı Yoksa Gereksinim mi? İAÜ STEM Merkezi ve Eğitim Fakültesi, İstanbul.
  • Akgündüz, D., Ertepınar H., Ger M. A., Kaplan Sayı, A., Türk, Z. (2015). STEM Eğitimi Çalıştay Raporu Türkiye STEM Eğitimi Üzerine Kapsamlı Bir Değerlendirme. İAÜ STEM Merkezi ve Eğitim Fakültesi.
  • Altunel, M. (2018). STEM Eğitimi ve Türkiye: Fırsatlar ve Riskler. SETA Perspektif, 207, 1–7. Retrieved from https://setav.org/assets/uploads/2018/07/STEM_Eğitimi-1.pdf
  • Ata Aktürk, A., Demircan, H. özlen, Şenyurt, E., & Çetin, M. (2017). Turkish early childhood education curriculum from the perspective of STEM education: A document analysis. Journal of Turkish Science Education, 14(4), 16–34.
  • Aydın, E., Delice, A. (2007). Experiences of Mathematics Student Teachers in a Series of Science Experiments, 6th World Scientific and Engineering Academy and Society (WSEAS), International Conference on Education and Educational Technology. Venedik, İtalya.
  • Aydın, B. (2003). Bilgi toplumu oluşumunda bireylerin yetiştirilmesi ve matematik öğretimi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2 (14), 183-190.
  • Berkan, İ. (2014). “Temel Bilimlere İlgi Azalınca”. TÜSİAD Görüş Dergisi, S.85, İstanbul, s.28-32.
  • Bers, M., Seddighin, S., & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in Early Childhood Teacher Education. Journal of Technology and Teacher Education, 21(3), 355‐377.
  • Blackley, S., & Howell, J. (2015). A STEM Narrative: 15 Years in the Making. Australian Journal of Teacher Education, 40(40). https://doi.org/10.14221/ajte.2015v40n7.8
  • Bybee, R. W. (2010a). What is STEM Education? Science, 329(1), 996.
  • Bybee, R. W. (2010b). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70(1), 30-35.
  • Bybee, R. W. (2011). Scientific and Engineering Practices in k-12 Classrooms: Understanding "a Framework for k-12 Science Education". Science And Children, 49(4), 10-16.
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., Koehler, C. M. (2012). What is STEM? A Discussion About Conceptions of STEM in Education and Partnerships. School Science and Mathematics, 112(1), 3-11.
  • Cascio, E. U., Schanzenbach, D.W. (2013) The Impacts of Expanding Access to High-Quality Preschool Education. Brookings Papers on Economic Activity, 127-178.
  • Chesloff, J. D. (2013). Why STEM education must start in early childhood. Education Week, 32(23), 27–32.
  • Çevik, M. (2017). Content analysis of STEM-focused education research in Turkey. Journal of Turkish Science Education, 14(2), 12–26.
  • Çorlu, M. S., & Çallı. (2017). Stem Kuram ve Uygulamaları Fen, Teknoloji, Mühendislik ve Matematik Eğitimi Öğretmenler için Temel Kılavuz. İstanbul: Pusula Yayıncılık.
  • Daşdemir, İ., Cengiz, E., & Aksoy, E. (2018). Türkiye’de FeTeMM (STEM) Eğitimi Eğilim Araştırması. YYÜ Eğitim Fakültesi Dergisi, 15(1), 1161–1183.
  • Delice, A., Aydın, E., Derin, G., Yaşin, Ö. (2016). An investigation of the views on the integration of science technology and mathematics in a mathematics teacher education program. Boğaziçi University Journal of Education. 32(1), 3-15.
  • Demirel, Ö. (2010). Öğretme sanatı. Ankara: Pegem Akademi Yayıncılık.
  • Derin, G. Yaşin, Ö, Aydin, E., Delice, A. (2014). Matematik, Fen, ve Teknoloji Eğitiminin Bütünleştirilmesi Ölçeği'nin Türkiye Örneklemine Uyarlanması, XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Adana. Türkiye.
  • Dinçer, H. (2014). “STEM Eğitimi ve İşgücü: Bilgi Ekonomisinin Olmazsa Olmazı”. TÜSİAD Görüş Dergisi, S.85, İstanbul, s.10-12.
  • Durland, G., Karatas, F. O., & Bodner, G. M. (2009). Pre-service teachers’ beliefs about the relationship between basic chemistry concepts, the “real world,” and their occupation. In ESERA (pp. 85–89). İstanbul: ESERA Publications. Retrieved from https://www.dropbox.com/s/81fwn904f7u3v6s/Book2.pdf?dl=0
  • Education to Innovate (2009). Remarks by The President on The “Education to Innovate” Campaign. Retrieved from http://www.whitehouse.gov/thepress-office/president-obama-launches-educate-innovate-campaignexcellence-science-technology-en
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There are 86 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Özgül Polat 0000-0001-7426-5771

Musa Bardak 0000-0001-5585-8002

Publication Date December 31, 2019
Acceptance Date December 31, 2019
Published in Issue Year 2019 Volume: 8 Issue: 2

Cite

APA Polat, Ö., & Bardak, M. (2019). Erken Çocukluk Döneminde STEM Yaklaşımı. International Journal of Social Science Research, 8(2), 18-41.
AMA Polat Ö, Bardak M. Erken Çocukluk Döneminde STEM Yaklaşımı. IJSSR. December 2019;8(2):18-41.
Chicago Polat, Özgül, and Musa Bardak. “Erken Çocukluk Döneminde STEM Yaklaşımı”. International Journal of Social Science Research 8, no. 2 (December 2019): 18-41.
EndNote Polat Ö, Bardak M (December 1, 2019) Erken Çocukluk Döneminde STEM Yaklaşımı. International Journal of Social Science Research 8 2 18–41.
IEEE Ö. Polat and M. Bardak, “Erken Çocukluk Döneminde STEM Yaklaşımı”, IJSSR, vol. 8, no. 2, pp. 18–41, 2019.
ISNAD Polat, Özgül - Bardak, Musa. “Erken Çocukluk Döneminde STEM Yaklaşımı”. International Journal of Social Science Research 8/2 (December 2019), 18-41.
JAMA Polat Ö, Bardak M. Erken Çocukluk Döneminde STEM Yaklaşımı. IJSSR. 2019;8:18–41.
MLA Polat, Özgül and Musa Bardak. “Erken Çocukluk Döneminde STEM Yaklaşımı”. International Journal of Social Science Research, vol. 8, no. 2, 2019, pp. 18-41.
Vancouver Polat Ö, Bardak M. Erken Çocukluk Döneminde STEM Yaklaşımı. IJSSR. 2019;8(2):18-41.
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