{"id":72471,"date":"2019-11-20T21:47:26","date_gmt":"2019-11-20T18:47:26","guid":{"rendered":"https:\/\/www.twinscience.com\/?p=5322"},"modified":"2019-11-20T21:47:26","modified_gmt":"2019-11-20T18:47:26","slug":"stem-egitimi-nedir","status":"publish","type":"post","link":"https:\/\/www.twinscience.com\/en\/blog\/stem-egitimi-nedir\/","title":{"rendered":"STEM E\u011fitimi Nedir?"},"content":{"rendered":"\n

SEFA \u00c7OBAN| Kal\u0131nkoz Ortaokulu Fen Bilimleri \u00d6\u011fretmeni<\/em><\/p>\n\n\n\n

\u00dclkemizde son y\u0131llarda e\u011fitim alan\u0131nda yap\u0131lan de\u011fi\u015fimler, e\u011fitim anlay\u0131\u015f\u0131nda da k\u00f6kl\u00fc de\u011fi\u015fimleri gerektirmi\u015ftir. Bu de\u011fi\u015fim sonucu art\u0131k \u00f6\u011fretmen merkezli bir e\u011fitim anlay\u0131\u015f\u0131 yerine daha \u00f6\u011frenci merkezli bir e\u011fitim anlay\u0131\u015f\u0131 benimsenmi\u015ftir ve fen bilimleri dersi \u00f6\u011fretim program\u0131n\u0131n vizyonu fen ve teknoloji okuryazar\u0131 bireyler yeti\u015ftirmek olarak tan\u0131mlanm\u0131\u015ft\u0131r (MEB, 2013). Bilimsel okur-yazarl\u0131k kavram\u0131n\u0131 inceledi\u011fimizde, bireyin okulda \u00f6\u011frendi\u011fi bilgileri g\u00fcnl\u00fck ya\u015fam\u0131na aktarabilmesi, bilimsel ve teknolojik anlamda tart\u0131\u015fabilmesi gibi \u00f6zelliklerin bu kavram i\u00e7inde yer ald\u0131\u011f\u0131n\u0131 g\u00f6r\u00fcr\u00fcz. Dolay\u0131s\u0131 ile bireyin okulda edindi\u011fi bilgilerin de g\u00fcnl\u00fck ya\u015famda ne i\u015fe yarad\u0131\u011f\u0131n\u0131 g\u00f6rmesi, fark\u0131nda olmas\u0131 gerekir. Burada STEM e\u011fitimi \u00f6nem kazanmaktad\u0131r. \u00c7\u00fcnk\u00fc STEM e\u011fitimi kapsam\u0131nda yap\u0131lan uygulamalar \u00f6\u011frencilerin Fen ve Teknoloji dersinde edindi\u011fi bilgileri g\u00fcnl\u00fck ya\u015famda uygulamalar\u0131na f\u0131rsat sunar. Peki, nedir bu STEM?<\/p>\n\n\n\n

\"\"\/<\/figure>\n\n\n\n

G\u00fcn\u00fcm\u00fczde teknolojiye ve m\u00fchendislik alanlar\u0131na bakt\u0131\u011f\u0131m\u0131zda her g\u00fcn yeni geli\u015fmeler ya\u015fand\u0131\u011f\u0131n\u0131 g\u00f6r\u00fcyoruz. Marketlerde s\u00fcrekli teknolojik aletlerin en iyileri, m\u00fchendislik alanlar\u0131nda insanlar\u0131n ya\u015fam\u0131n\u0131 kolayla\u015ft\u0131ran ve bir\u00e7ok i\u015fi basitle\u015ftiren farkl\u0131 uygulamalar\u0131n oldu\u011funun fark\u0131nday\u0131z. Bu t\u00fcr uygulamalar\u0131n temeline bakt\u0131\u011f\u0131m\u0131zda sadece teknoloji, sadece m\u00fchendislik de\u011fil asl\u0131nda fen, teknoloji, m\u00fchendislik ve matematik alanlar\u0131n\u0131n i\u015f birli\u011fi halinde oldu\u011funu ve bu \u00fcr\u00fcnlerin bu i\u015f birli\u011fi sayesinde \u00e7\u0131kt\u0131\u011f\u0131n\u0131 g\u00f6r\u00fcr\u00fcz. STEM kavram\u0131, 4 alan aras\u0131ndaki ortak bir ili\u015fkiyi g\u00f6sterir(Basham & Marino, 2013) ve 4 disiplinin ba\u015f harflerinin birle\u015fmesi ile ortaya \u00e7\u0131km\u0131\u015ft\u0131r.<\/p>\n\n\n\n

\"\"\/<\/figure>\n\n\n\n

STEM e\u011fitimi ise bu alanlar\u0131n etkile\u015fimli olarak birlikte \u00f6\u011fretilmesi anlam\u0131na gelir (Marulcu & H\u00f6bek, 2014). STEM kavram\u0131 ilk ba\u015flarda SMET olarak kullan\u0131lm\u0131\u015f, fakat \u201csmut\u201d yani karalama, iftira kavram\u0131na benzedi\u011fi i\u00e7in STEM olarak de\u011fi\u015ftirilmi\u015ftir. \u00dclkemizde ise FeTeMM olarak k\u0131salt\u0131ld\u0131\u011f\u0131n\u0131 g\u00f6r\u00fcyoruz (Corlu, Capraro, & Capraro, 2014).<\/p>\n\n\n\n

Son y\u0131llarda bir\u00e7ok e\u011fitim ara\u015ft\u0131rmac\u0131s\u0131 ve y\u00f6netici, STEM e\u011fitim \u00fczerine yo\u011funla\u015ft\u0131. Bu durumun do\u011frudan sebeplerine bakt\u0131\u011f\u0131m\u0131zda, STEM alanlar\u0131ndaki mesleklerin, \u00fclkelerin b\u00fcy\u00fcmesinde, ekonomik geli\u015fimlerinde ve inovasyonlar\u0131nda \u00f6nemli bir etkiye sahip olmas\u0131d\u0131r. Dolay\u0131s\u0131 ile y\u00f6neticiler ve e\u011fitim ara\u015ft\u0131rmac\u0131lar\u0131, \u00d6\u011frencilerin STEM alanlar\u0131nda uzmanl\u0131k kazanmalar\u0131n\u0131 ve mesleki ya\u015famlar\u0131nda STEM mesleklerini hedefleyen \u00f6\u011frenci say\u0131s\u0131 artt\u0131rmay\u0131 ama\u00e7lamaktad\u0131rlar.<\/p>\n\n\n\n

STEM e\u011fitiminde 2 ama\u00e7tan bahsedebiliriz (Thomasian, 2011);<\/p>\n\n\n\n

  • Birinci ama\u00e7, b\u00fct\u00fcn \u00f6\u011frencilerin STEM alanlar\u0131 ile ilgili temel bilgilere sahip olmas\u0131n\u0131 sa\u011flamakt\u0131r. Bu ama\u00e7 kapsam\u0131nda, \u00f6\u011frencilerin problemleri \u00e7\u00f6zme yeteneklerinin geli\u015ftirilmesi ve g\u00fcnl\u00fck ya\u015famlar\u0131ndaki problemlere yarat\u0131c\u0131 \u00e7\u00f6z\u00fcmler bulmalar\u0131 beklenir.<\/li>
  • \u0130kinci ama\u00e7 ise \u00f6\u011frencilerin b\u00fcy\u00fck bir \u00e7o\u011funlu\u011funun lise sonras\u0131 e\u011fitimlerinde, \u00e7al\u0131\u015fmak i\u00e7in ya da ileriki kariyerleri i\u00e7in se\u00e7imlerini fen, teknoloji, m\u00fchendislik ve matematik alanlar\u0131nda yapmalar\u0131n\u0131 sa\u011flamak olarak verilebilir. Bu ama\u00e7, STEM alanlar\u0131nda uluslararas\u0131 d\u00fczeyde di\u011fer \u00fclkelerin arkas\u0131nda kalan \u00fclkeler i\u00e7in ve STEM alanlar\u0131nda i\u015f g\u00fcc\u00fc azalan \u00fclkeler i\u00e7in \u00f6nemli bir hale gelmektedir. <\/li><\/ul>\n\n\n\n
    \"\"\/<\/figure>\n\n\n\n

    G\u00fcn\u00fcm\u00fczde geli\u015fen \u00fclkelerin fen, teknoloji, matematik ve m\u00fchendislik alanlar\u0131nda \u00e7ok iyi i\u015f g\u00fcc\u00fcne sahip oldu\u011fu bilinmektedir. PISA sonu\u00e7lar\u0131na g\u00f6re, \u00fclkemiz STEM alanlar\u0131 kapsam\u0131ndaki de\u011ferlendirmede 434 puan ile 28. s\u0131rada yer alm\u0131\u015ft\u0131r. Bu s\u0131ralaman\u0131n ba\u015flar\u0131nda ise Japonya, G\u00fcney Kore, Almanya gibi teknolojik anlamda ilerlemi\u015f \u00fclkelerin oldu\u011funu g\u00f6rmekteyiz (National Science Board, 2007). \u00dclkemizin de bu t\u00fcr bir de\u011ferlendirmede \u00fcst seviyelere, \u00fcst s\u0131ralara \u00e7\u0131kabilmesi i\u00e7in bizim de bu i\u015f alanlar\u0131nda nitelikli ve inovasyon becerisine sahip bireyler yeti\u015ftirmemiz gerekir. \u00c7\u00fcnk\u00fc inovasyon ve bir \u00fclkenin ekonomik geli\u015fmi\u015fli\u011fine bakt\u0131\u011f\u0131m\u0131zda arada a\u00e7\u0131k bir ili\u015fkinin oldu\u011funu g\u00f6r\u00fcr\u00fcz (Thomasian, 2011). Thomasian (2011)\u2019a g\u00f6re 2. D\u00fcnya Sava\u015f\u0131\u2019ndan sonra \u00fclkelerin ger\u00e7ekle\u015ftirdi\u011fi ekonomik b\u00fcy\u00fcmenin yar\u0131s\u0131, sahip olduklar\u0131 teknolojik inovasyondan gelmi\u015ftir. Bu anlamda STEM e\u011fitimi de \u00f6nem kazanmaktad\u0131r. \u00c7\u00fcnk\u00fc teknolojik inovasyonun en \u00f6nemli bile\u015fenini STEM (Fen, Teknoloji, M\u00fchendislik ve Matematik) alanlar\u0131 olu\u015fturmaktad\u0131r. <\/p>\n\n\n\n

    STEM E\u011e\u0130T\u0130M\u0130N\u0130N \u00d6\u011eRENC\u0130LERE 10 FAYDASI<\/p>\n\n\n\n

    1. \u00d6\u011frenciler farkl\u0131 disiplinler aras\u0131nda i\u015f birli\u011fi kurar.<\/p>\n\n\n\n

    2. Fen bilimleri derslerinde g\u00f6rd\u00fc\u011f\u00fc konularla, g\u00fcnl\u00fck hayatta g\u00f6rd\u00fc\u011f\u00fc problemleri \u00e7\u00f6zer.<\/p>\n\n\n\n

    3. Genelde \u00f6\u011frenciler derste g\u00f6rd\u00fckleri konular\u0131n bir i\u015fe yaramayacaklar\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcrler, ancak STEM uygulamalar\u0131ndan sonra, derslerde g\u00f6rd\u00fckleri konular\u0131 hayat\u0131n farkl\u0131 alanlar\u0131nda kullanabileceklerdir. <\/p>\n\n\n\n

    4. \u00d6\u011frenciler m\u00fchendislik uygulamalar\u0131 ile s\u00fcrekli bir materyal \u00fcretir. Dolay\u0131s\u0131 ile \u00f6\u011frencilerin \u00fcretkenli\u011fi artar.<\/p>\n\n\n\n

    5. \u00d6\u011frenciler \u00e7evrelerinde g\u00f6rd\u00fckleri problemleri tan\u0131rlar ve bu kapsamda soru sorma beceriler geli\u015fir.<\/p>\n\n\n\n

    6. STEM e\u011fitiminde \u00e7al\u0131\u015fmalar \u00e7o\u011funlukla gruplar halinde oldu\u011fu i\u00e7in \u00f6\u011frencilerin ileti\u015fim becerisi artar.<\/p>\n\n\n\n

    7.\u00d6\u011frencilerin yarat\u0131c\u0131 d\u00fc\u015f\u00fcnme becerisini art\u0131r\u0131r.<\/p>\n\n\n\n

    8. STEM uygulamalar\u0131 \u00f6\u011frencilerde ele\u015ftirel d\u00fc\u015f\u00fcnme becerilerini art\u0131r\u0131r.<\/p>\n\n\n\n

    9. Etraf\u0131ndaki problemlerin fark\u0131na varan ve problemlere \u00e7\u00f6z\u00fcm bulan \u00f6\u011frencilerin \u00f6zg\u00fcvenleri artar.<\/p>\n\n\n\n

    10. \u00d6\u011frenciler, 21.YY\u2019\u0131n \u00f6ng\u00f6rd\u00fc\u011f\u00fc \u015fekilde inovasyon becerisine sahip olurlar.
    <\/p>\n\n\n\n

    Kaynak\u00e7a:<\/p>\n\n\n\n

    Basharn, J. D., & Marino, M. T. (2013). Understanding STEM Education and Su pporting Students Through Universal Design for Learning. Council for Exceptional Children, 45(4), 8-15.
    Chen, X. (2009). Students Who Study Science, Technology, Engineering, and Mathernatics (STEM) in Postsecondary Education. National Center for Education Statistics, 2.
    Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). FeTeMM E\u011fitimi ve Alan \u00d6\u011fretmeni E\u011fitimine Yans\u0131malar’. E\u011fitim ve Bilim, 74-85.
    E\u0130E. (2014). Engineering is Elementary. 2014 tarihinde http:\/\/www.eie.org\/ adresinden al\u0131nd\u0131
    International Tech nology Education Association. (2007). Standarts for Technology Literacy Content for the Study of Technology. 2014 tarihinde ITEA: http:\/\/www.iteaconnectorg\/TAA\/PDFs\/xstnd.pdf adresinden al\u0131nd\u0131
    Lachapelle, C. P., Phadnis, P., Hertel, J., & Cunningham, C. M. (2012, Mart 30). What is Engineering? A Survey of Elementary Students. 2014 tarihinde Engineering is Elementary: http:\/\/www.eie.org\/sites\/default\/files\/resea rch_a rticle\/research_file\/2012- 03_we_paper_fo_p-12_engineering_conference.pdf adresinden al\u0131nd\u0131
    Marulcu, \u0130., & H\u00f6bek, K. M. (2014). 8. S\u0131n\u0131flara Alternatif Enerji Kaynaklar\u0131n\u0131n M\u00fchendislik Dizayn Metodu ile \u00d6\u011fretimi. Middle Eastern & African Journal of Educational Research, 44.
    National Research Council. (2012). A Framework for K-12 Science Education: Practices,Crosscutting Concepts, and Core \u0130deas. 2014 tarihinde The National Aca dernies Press: http:\/\/www.nap.edu\/catalog.php?record_id=13165 ad resinden al\u0131nd\u0131
    Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher, 20-26.
    Thornasian, J. (2011). Building a Science, Technology, Engineering and Math Education Agenda. National Governors Association, 5.
    Tseng, K.-H., Chang, C.-C., Lou, & Chen, W.-P. (2013). Attitudes Twords Science, Technology, Engineering and Mathernatics (STEM) in A Project-Based Learning Environrnent. Springer, 87- 102. <\/p>\n","protected":false},"excerpt":{"rendered":"

    SEFA \u00c7OBAN| Kal\u0131nkoz Ortaokulu Fen Bilimleri \u00d6\u011fretmeni \u00dclkemizde son y\u0131llarda e\u011fitim alan\u0131nda yap\u0131lan de\u011fi\u015fimler, e\u011fitim anlay\u0131\u015f\u0131nda da k\u00f6kl\u00fc de\u011fi\u015fimleri gerektirmi\u015ftir. Bu de\u011fi\u015fim sonucu art\u0131k \u00f6\u011fretmen merkezli bir e\u011fitim anlay\u0131\u015f\u0131 yerine daha \u00f6\u011frenci merkezli bir e\u011fitim anlay\u0131\u015f\u0131 benimsenmi\u015ftir ve fen bilimleri dersi \u00f6\u011fretim program\u0131n\u0131n vizyonu fen ve teknoloji okuryazar\u0131 bireyler yeti\u015ftirmek olarak tan\u0131mlanm\u0131\u015ft\u0131r (MEB, 2013). Bilimsel […]<\/p>\n","protected":false},"author":4,"featured_media":5325,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[29,30,31],"class_list":["post-72471","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-stem","tag-stemegitimi","tag-stemuygulamalari"],"_links":{"self":[{"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/posts\/72471","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/comments?post=72471"}],"version-history":[{"count":0,"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/posts\/72471\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/media\/5325"}],"wp:attachment":[{"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/media?parent=72471"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/categories?post=72471"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.twinscience.com\/en\/wp-json\/wp\/v2\/tags?post=72471"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}