Özet:

The aim of this study is to study in the Bachelor of Geology Engineering department by third and fourth-class students who are developing STEM-oriented teaching processes by Moore etc.It is the study under the "quality K-12 engineering training framework" they developed in 2014. In the study, the only case study pattern used from the quality research methods. The study group consists of 36 students (16 women and 20 men) who are studying in the Department of Geology Engineering. The primary data source of the study is the STEM-oriented teaching modules designed by the students in the work group in three-groups, while the secondary data source is the semi-structured conversations conducted with each design group. Imaginary analysis approach is used in the analysis of data. As a result of the data analysis, the modules developed by the groups showed certain differences in terms of the indicators included in the framework. The findings of the study show that participants offer authentic engineering experiences by taking advantage of their knowledge and experience in the field of engineering. Furthermore, the knowledge and skills characterized by the disciplines of science and mathematics have been found to be included in the context of engineering design solutions. Finally, it appears that the design processes that progress linearly in the STEM training resources in the modules developed by participants are much more flexible.

Anahtar Kelimeler:

Özet:

This study aims to investigate STEM-oriented teaching processes developed by junior and senior students studying in the department of geological engineering, using Moore et al.’s (2014) “quality K-12 engineering education framework”. The study adopted a single case study with embedded units design, which is a qualitative research method. The sample consisted of 36 students (16 females and 20 males) enrolled in the geological engineering department. The primary data source was STEM-oriented teaching modules designed by the students in the study group and the secondary data source consisted of semi-structured interviews with each design group. Descriptive data analysis revealed that the modules developed by the groups showed differences in terms of the indicators within the framework. Specifically, the participants exhibited authentic engineering experiences by relying on their knowledge and experience specific to the field of engineering. Additionally, knowledge and skills specific to the disciplines of science and mathematics were included in the context of engineering design solutions. Finally, the design processes that progress linearly in STEM education resources were observed to be much more flexible in the modules developed by the participants.