TEACHERS’ PERSPECTIVES ABOUT THE MEANING OF STEM: A CASE FROM TÜRKİYE

Abstract

STEM (Science, Technology, Engineering, and Mathematics) Education has become a necessity for a science and technology-driven world. There is an increasing emphasis on STEM education from the economic, political, and education sectors. The success of STEM education is possible with the effective implementation of STEM teaching strategies applied by teachers. Thus, teachers’ practices and understanding of STEM education are crucial. As an effort to understand, teachers’ practices of and opinions about STEM, this study explored science teachers’ perceptions about STEM education. Ten science teachers working in primary schools in Türkiye participated in the study. Semi-structured interviews were conducted with the participants. The data obtained from semi-structured interviews were analyzed by using content analysis. Teachers’ perceptions were examined under four categories: Teachers’ perception of the integration of science, the applicability of STEM in Türkiye, the benefits of STEM education, and the barriers to effective STEM education. While teachers mainly addressed the need to integrate different disciplines in science education and the importance of introducing STEM to science classes, they aligned several factors such as schooling structure, resources and technology infrastructure, student characteristics, teacher readiness, and cultural appropriateness as potential barriers.

Keywords: Integration, perceptions, science teachers, STEM education.

REFERENCES

Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu [Türkiye STEM education report]. İstanbul: Scala Basım.

Atalay, R.., & Öner Armağan, F., (2023). Opinions of science teachers studying stem education about STEM education. Maarif Mektepleri International Journal of Educational Sciences, 7(1), 83-115. https://doi.org/10.46762/mamulebd.1308766

Bakırcı, H., & Kutlu, E. (2018). Fen bilimleri öğretmenlerinin FeTeMM yaklaşımı hakkındaki görüşlerinin belirlenmesi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(2), 367-389.

Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26, 61-79.  https://doi.org/10.1007/s10798-015-9300-9

Blackley, S., & Howell, J. (2015). A STEM narrative: 15 years in the making. Australian Journal of Teacher Education, 40(7), 102-112.

Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discus- sion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x   

Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. [Qualitaive research methods: Qualitative research and research design according to five approaches]. (Trans.  Ed. M. Bütün, & S. B. Demir). Siyasal Kitabevi.

DeCoito, I., & Myszkal, P. (2018). Connecting science instruction and teachers’ self-efficacy and beliefs in STEM education. Journal of Science Teacher Education, 29(6), 485-503. https://doi.org/10.1080/1046560X.2018.1473748

Dogan, A., & Kahraman, E. (2021). The effect of STEM activities on the scientific creativity of middle school students: The effect of STEM activities. International Journal of Curriculum and Instruction, 13(2), 2000-2025.

Doğan, E., & Saraçoğlu, S. (2019). Views of Science Teachers on STEM-based Science Education. Journal of Hasan Ali Yücel Faculty of Education/Hasan Ali Yücel Egitim Fakültesi Dergisi (HAYEF), 16(2), 182-220.

Eijwale, J. A. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63–74.

El-Deghaidy, H., & Mansour, N. (2015). Science teachers’ perceptions of STEM education: Possibilities and challenges. International Journal of Learning and Teaching, 1(1), 51-54.

English, L. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(3), 1–8. https://doi.org/10.1186/s40594-016-0036-1 

Eroğlu, S., & Bektaş, O. (2022). The effect of 5E-based STEM education on academic achievement, scientific creativity, and views on the nature of science. Learning and Individual Differences, 98, 102181.

Gökbayrak, S., & Karışan, D. (2017). An investigation of the effects of STEM based activities on preservice science teacher’s science process skills. Batı Anadolu Eğitim Bilimleri Dergisi, 8(2), 63-84.

Gülhan, F., & Şahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602-620.

Gülhan, F. (2023). Parental Involvement in STEM Education: A Systematic Literature Review. European Journal of STEM Education, 8(1), 1-15. https://doi.org/10.20897/ejsteme/13506

Guzey, S. S., Moore, T. J., & Harwell, M. (2016). Building up STEM: An analysis of teacher-developed engineering design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research (j-PEER), 6(1), 11–29. https://doi.org/10.7771/2157-9288.1129   

Guzey, S. S., Tank, K., Wang, H., Roehrig, G., & Moore, T. (2014). A high-quality professional develop- ment for teachers of grades 3–6 for implementing engineering into classrooms. School Science and Mathematics, 114(3), 139–149. https://doi.org/10.1111/ssm.12061  

Hallström, J., & Ankiewicz, P. (2019). Laying down the “T” and “E” in STEM education: Design as the basis of an integrated STEM philosophy. In S. Pulé & M. de Vries (Eds.), PATT2019: Developing a knowledge economy through technology and engineering education (pp. 187–194). Department of Technology and Entrepreneurship Education, University of Malta.

Hardré, P. L., Ling, C., Shehab, R. L., Nanny, M. A., Nollert, M. U., Refai, H., & Wollega, E. D. (2013). Teachers in an interdisciplinary learning community: Engaging, integrating, and strengthening K-12 education. Journal of Teacher Education, 64(5), 409–425. https://doi.org/10.1177/0022487113496640 

Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416– 438. https://doi.org/10.1080/19415257.2016.1205507 

Hiğde, E., & Aktamış, H. (2022). The effects of STEM activities on students’ STEM career interests, motivation, science process skills, science achievement and views. Thinking Skills and Creativity, 43, 101000. https://doi.org/10.1016/j.tsc.2022.101000

Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 Education: Status, Pros- pects, and an Agenda for Research Washington. DC: The National Academies Press. https://doi.org/10. 17226/18612  

İnançlı, E., & Timur, B. (2018). Science teachers and teacher candidates’ opinions about STEM education. Uluslararası Bilim ve Eğitim Dergisi, 1(1), 48-68.

Karışan, D., & Yurdakul, Y. (2017). The effects of microprocessors based science technology engineering and mathematics (STEM) investigations on 6th grade students' attitudes towards these subject areas. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 8(1), 37-52.

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0046-z  

Laksmiwati, P. A., Padmi, R. S., & Salmah, U. (2020, July). Elementary school teachers’ perceptions of STEM: What do teachers perceive?. In Journal of Physics: Conference Series (Vol. 1581, p. 012039). IOP Publishing.

Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A system- atic literature review. International Journal of STEM Education, 6(1), 1–16. https://doi.org/10.1186/s40594-018-0151-2     

Ministry of National Education (MoNE. (2018). Fen bilimleri dersi (3, 4, 5, 6, 7, ve 8, sınıflar öğretim program [ Science course (3, 4, 5, 6, 7, and 8 grades curriculum)]. 23 December 2023 retrieved from https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20BİLİMLERİ%20ÖĞRETİM%20PROGRAMI2018.pdf

Ministry of National Education (MoNE) (2016). STEM Education Report. 28 December 2023 retrieved from https://yegitek.meb.gov.tr/STEM_Education_Report.pdf

Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 35–60). Purdue University Press

 Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. The Journal of Educational Research, 110(3), 221–223. https://doi.org/10.1186/s40594-017-0068-1

Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014

National Academy of Engineering and National Research Council. (2014). STEM integration in K-12 Education: Status, prospects, and an agenda for research. The National Academies Press.

National Research Council [NRC]. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. https://doi.org/10.17226/13158

Özcan, H., & Koştur, H. İ. (2018). Science teachers’ opinions about STEM education. Sakarya University Journal of Education, 8(4), 364-373.

Ozkizilcik, M., & Cebesoy, U. B. (2023). The influence of an engineering design-based STEM course on pre-service science teachers’ understanding of STEM disciplines and engineering design process. International Journal of Technology and Design Education, 1-32. https://doi.org/10.1007/s10798-023-09837-7

Özkızılcık, M., & Cebesoy, Ü. B. (2020). Investigating the effectiveness of design- based STEM activities on pre-service science teachers' science process skills, attitudes and knowledge. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 177-203.

Pearson, G. (2017). National academies piece on integrated STEM. The Journal of Educational Research, 110(3), 224–226. https://doi.org/10.1080/00220671.2017.1289781

Radloff, J., & Guzey, S. (2016). Investigating preservice STEM teacher conceptions of STEM education. Journal of Science Education and Technology, 25, 759-774. https://doi.org/10.1007/s10956-016-9633-5

Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is adding the E enough? Investigating the impact of K-12 engineering standards on the implementation of STEM integration. School Science and Mathematics, 112(1), 31–44. https://doi.org/10.1111/j.1949-8594.2011.00112.x

Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26.

Sayılgan, E., Akkuş, A., & Yıldırım, B. (2022). Effect of STEM designed activities on academic achievement of 7th grade elementary school students in force and energy unit. Science Education International, 33(1), 18-24.

Shen, J., Liu, O. L., & Sung, S. (2014). Designing interdisciplinary assessments in sciences for college students: An example on osmosis. International Journal of Science Education, 36(11), 1773-1793. https://doi.org/10.1080/09500693.2013.879224

Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 1–16. https://doi.org/10.1186/s40594-017-0068-1 

Sığrı, Ü. (2018). Nitel araştırma yöntemleri [Qualitative reseach methods](1. Ed). Beta Yayıncılık.

Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (j-PEER), 2(1), 28–34. https://doi.org/10.5703/ 1288284314653

Şimşek, F. (2019). FeTeMM etkinliklerinin öğrencilerin fen tutum, ilgi, bilimsel süreç becerileri üzerine etkisi ve öğrenci görüşleri. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 10(3), 654-679.

TUSIAD (2014). The STEM Need in Turkey for 2023. 28 December 2023 retrieved from https://tusiad.org/tr/yayinlar/raporlar/item/9735-2023-e-dog-ru-tu-rkiye-de-stem-gereksinimi

Uysal, E., & Cebesoy, Ü. B. (2020). Investigating the effectiveness of design-based STEM activities on pre-service science teachers’ science process skills, attitudes and knowledge. SDU International Journal of Educational Studies, 7(1), 60-81.

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), 1–13. https://doi.org/10.5703/1288284314636  

Williams, J. (2011). STEM education: Proceed with caution. Design and Technology Education: An International Journal, 16(1), 26–35.

Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezeri, 2(2), 28-40.

Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036-1058. https://doi.org/10.1002/tea.20195