Bu çalışmanın amacı, öğretmenlerin STEM eğitimiyle ilgili mesleki gelişimlerini sağlamaya yönelik bir öğretim modeli önerisinde bulunmaktır. Çalışma kapsamında, oluşturulan STEM eğitimi öğretmen modeline “STEM Öğretmen Enstitüleri Eğitim Modeli (SÖEEM)” adı verilmiştir. Araştırmanın çalışma grubunu farklı branşlarda görev yapmakta olan 40 öğretmen oluşturmuştur. Araştırma nitel araştırma yöntemlerinden özel durum çalışması desenine uygun olarak tasarlanmıştır. SÖEEM modelinin ortaya konulma sürecinde adımlarının belirlenmesi için doküman analizi, görüşme ve ders planı incelemesi yapılmıştır. Doküman incelemeleri sonucunda, SÖEEM modelinin sekiz aşamadan oluştuğu bulunmuştur. Görüşmeler sonucunda, öğretmenler STEM eğitimi konusunda kendilerini yeterli hissetmedikleri, lisans eğitimlerinin yeterli olmadığını, ders planı hazırlarken zorlandıklarını ve STEM okuryazarı olmadıklarını düşünmektedir. Dahası, öğretmenler STEM eğitimleri sırasında problemler yaşadıklarını da ifade etmiştir. Ders planı inceleme sonucunda ise, öğretmenler hazırladıkları ders planlarında özellik de STEM alanlarını entegre etme konusunda zorlandıkları tespit edilmiştir. Elde edilen bu sonuçlar ışığında, STEM Öğretmen Enstitü Eğitim Modeli tasarlanmıştır. Bu model ile öğretmen eğitimleri için ortak bir mesleki gelişim programının geliştirilmesi hedeflenmiştir.
The aim of this study is to suggest a teaching model for teachers to ensure their professional development related to STEM education. In the framework of the study, the created STEM education teacher model was named "STEM Teacher Institutions Education Model (SÖEEM)" The research team consisted of 40 teachers working in different branches. The research quality is designed according to the specific state study pattern of research methods. Document analysis, interview and study of the curriculum were conducted to determine the steps of the SÖEM model in the process of introduction. According to the study, the model is made up of eight stages. As a result of the conversations, teachers think they don’t feel enough about STEM education, their bachelor’s education is not enough, they’re trouble preparing a curriculum and they’re not a STEM reader. In addition, teachers also expressed that they had problems during STEM training. As a result of the study of the curriculum, the teachers have found that the characteristics of the curriculum they prepare are also difficult to integrate the STEM fields. In light of these achieved results, the STEM Teacher Institute Education Model is designed. This model is aimed at developing a joint professional development program for teachers’ training.
The purpose of the research was to present an educational model for professional development in STEM education. The STEM professional development model was called the “STEM Teacher Institutes Education Model (STIEM)”. The study group consisted of 40 teachers from different areas. The research was designed in accordance with the case study design among the qualitative research methods. Document analysis, interview, and lesson plan analysis were carried out to determine the steps in the process of revealing the STIEM model. As a result of document analysis, it was comprehended that the STIEM model consisted of eight stages. As a result of the interviews, the teachers thought that they did not feel sufficient about STEM education, that their undergraduate education was not sufficient, that they had difficulty in preparing lesson plans, and that they were not STEM literate. Moreover, the teachers stated that they had problems during STEM training. As a result of the lesson plan analysis, it was concluded that the teachers had difficulty in integrating especially STEM fields into their lesson plans. The aim of the model to develop a common professional development program for teacher training.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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