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BBu araştırma, 6. sınıf öğrencilerinin STEM temelli ders etkinlikleri uygulama sürecine ilişkin görüşlerini ortaya koymak amacıyla yapılmıştır. Çalışmanın örneklemini 2018- 2019 eğitim öğretim yılında 6. sınıfına devam eden dokuz ortaokul öğrencisi oluşturmaktadır. Çalışmada nitel araştırma yöntemlerinden durum çalışması uygulanmış ve açık uçlu sorulardan oluşan veri toplama aracı kullanılmıştır. Araştırmacılar tarafından literatür taraması yapılmasının ardından geliştirilen sorulara uzman görüşü alınmış ve nihai hali verilmiştir. Açık uçlu soru formları uygulama öncesi ve sonrasında kullanılmıştır. Ön test olarak kullanılan açık uçlu soru formu dört sorudan oluşmaktadır. Son test olarak kullanılan açık uçlu soru formuna ön teste ek olarak dört açık uçlu soru daha eklenerek toplam sekiz soru ile veri toplanmıştır. Çalışmadan elde edilen veriler içerik analizi ile değerlendirilmiş ve frekans değerleri elde edilmiştir. Öğrencilere, araştırma sürecinde STEM yaklaşımı, sabit süratli hareket ve ısı yalıtımı konularıyla ilgili ön bilgi verilmiş ve ardından iki konuya ait STEM uygulamaları yapılmıştır. Ön test bulgularına bakıldığında, öğrencilerin fen bilimlerinde deney yapmaktan hoşlandıkları ve daha çok uygulama yapmak istedikleri ortaya çıkmış ayrıca STEM ile ilgili hiçbir bilgiye sahip olmadıkları görülmüştür. Son test bulgularında ise öğrencilerin tümünün STEM hakkında bilgi edindikleri; STEM’i eğlenceli buldukları ve STEM’in birçok disiplini içerdiğini farkettikleri görülmüştür. Ayrıca öğrenciler uygulamalara çok istekli olmuşlar ve sürece merakla yaklaşmışlardır. Süreç sonunda tasarımlarına eleştirel yaklaşmış, eksiklik ya da hatalarını fark etmişlerdir. Öğrencilerin fen bilimleri dersine ilgilerini arttırmak ve sürekli kılmak, üst düzey düşünme becerilerini geliştirmek, eğlenerek kalıcı öğrenme yaşantıları edinmelerini sağlamak amacıyla öğretmenlerin STEM etkinliklerine daha sık yer vermeleri önerilmektedir.
This research was done to show the opinions of 6th grade students about the application process of STEM-based curriculum activities. The examples of the study are composed of nine high school students who continue to 6th grade in the 2018-2019 educational year. In the study, the status study of the quality research methods was applied and the data collection tool consisted of open end questions was used. The questions developed by the researchers after the scan of the literature were given an expert opinion and final status. Open end questions forms are used before and after application. The open end question form used as a pre-test consists of four questions. The open end question form used as the last test was collected with a total of eight questions, adding four open end questions in addition to the first test. The data obtained from the study was evaluated by content analysis and the frequency values were obtained. Students were given pre-informations on the topics of STEM approach, fixed speed movement and heat isolation during the research process, and then STEM applications for two topics were made. When looking at the pre-test findings, it was revealed that students liked experimenting in science and that they wanted to do more practice, and that they had no knowledge about STEM. In the latest test findings, all of the students learned about STEM; they found STEM fun, and they noticed that STEM contains many disciplines. Students were also very willing to practice and approached with curiosity. At the end of the process, they have been critically approached to their designs, noticed their deficiencies or errors. It is recommended that teachers participate more frequently in STEM activities in order to increase and keep students interested in the course of science, to improve their high-level thinking skills, and to ensure that they acquire permanent learning experiences through fun.
This research was conducted to reveal the opinions of 6th grade students regarding the STEM based course activities implementation process. The sample of the study consists of nine middle school students who continue their 6th grade in the 2018-2019 academic year. In the study, a case study, which is one of the qualitative research methods, was applied and the data collection tool consisting of open-ended questions was used. After researching the literature by the researchers, the expert opinion was taken and the final form was given to the questions developed. Open-ended questionnaires were used before and after application. The open-ended questionnaire used as a pretest consists of four questions. In addition to the pretest, four open-ended questions were added to the open-ended questionnaire used as a post-test, and data was collected with a total of eight questions. The data obtained from the study were evaluated by content analysis. During the research process, students were given preliminary information about STEM approach, constant speed motion and thermal insulation, and then STEM applications on two subjects were made. When the pretest findings were examined, it was revealed that the students liked to experiment in science and wanted to practice more, and it was seen that they did not have any knowledge about STEM. In the post-test findings, all students learned about STEM; It was seen that they found STEM fun and realized that STEM includes many disciplines. In addition, students were very eager to aplications and approached the process with curiosity. At the end of the process, they approached their designs critically and realized their deficiencies or mistakes. It is recommended that teachers include STEM activities more frequently in order to increase students' interest in science lessons and to keep them continuous, to develop their high-level thinking skills, and to have a lasting learning experience by having fun.
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