{"id":5206,"date":"2019-11-18T14:39:52","date_gmt":"2019-11-18T11:39:52","guid":{"rendered":"https:\/\/www.twinscience.com\/?p=5206"},"modified":"2024-11-14T20:21:57","modified_gmt":"2024-11-14T20:21:57","slug":"stem-egitiminin-ogrencilere-10-faydasi","status":"publish","type":"post","link":"https:\/\/www.twinscience.com\/tr\/blog\/stem-egitiminin-ogrencilere-10-faydasi\/","title":{"rendered":"STEM E\u011fitiminin \u00d6\u011frencilere 10 Faydas\u0131"},"content":{"rendered":"\n<p> <em>Aycan Kavakl\u0131 | Mimar Sinan Ortaokulu Bili\u015fim Teknolojileri \u00d6\u011fretmeni<\/em> <\/p>\n\n\n\n<p>STEM (Science, Technology, Engineering, Mathematics); fen\/bilim, teknoloji, m\u00fchendislik ve matematik disiplinlerinin b\u00fct\u00fcnle\u015fik bir \u015fekilde \u00f6\u011fretilmesini i\u00e7erir ve okul \u00f6ncesinden y\u00fcksek \u00f6\u011fretime kadar t\u00fcm s\u0131n\u0131f seviyelerini kapsayan bir yakla\u015f\u0131md\u0131r. \u00d6\u011frencilerin problemlere disiplinler aras\u0131 bak\u0131\u015f a\u00e7\u0131s\u0131yla bakmas\u0131n\u0131, b\u00fct\u00fcnc\u00fcl bir e\u011fitim yakla\u015f\u0131m\u0131yla bilgi ve beceri kazanmas\u0131n\u0131 hedefler (\u015eahin, Ayar ve Ad\u0131g\u00fczel, 2014). Teknolojinin ve buna ba\u011fl\u0131 olarak ekonominin h\u0131zla b\u00fcy\u00fcmesi ve de\u011fi\u015fmesi sonucunda \u00f6\u011frencilerimizi gelecekte bekleyen mesleklerin bir\u00e7o\u011funun g\u00fcn\u00fcm\u00fczde mevcut olmad\u0131\u011f\u0131, mevcut mesleklerin de \u00e7e\u015fitli de\u011fi\u015fikliklere u\u011frayaca\u011f\u0131 \u00f6ng\u00f6r\u00fclmektedir. B\u00f6yle bir durumda \u00f6\u011frencilerimize bilginin yan\u0131 s\u0131ra \u00f6nemli beceriler kazand\u0131rmam\u0131z gerekmektedir. D\u00fcnya Ekonomi Forumu (2015) yay\u0131mlad\u0131\u011f\u0131 raporunda 21. Y\u00fczy\u0131l becerilerini \u201cTemel Okuryazarl\u0131klar\u201d, \u201cYetkinlikler\u201d ve \u201cKarakter \u00d6zellikleri\u201d ba\u015fl\u0131klar\u0131 alt\u0131nda toplam\u0131\u015ft\u0131r.<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/lh3.googleusercontent.com\/VC92wIn7ef29L5tvx9AxY_GDc1JeOgGyqoo6VCBfiw5cWJP0-_nyJm5DDV4sSY1HpO_obAbjdbotFkcTzysytkxXp-2LWXPxtZ31_alGB7JtDxmJuDzp2E9p9LezA9PVZTvkAls\" alt=\"\"\/><\/figure>\n\n\n\n<p><em><a href=\"http:\/\/www3.weforum.org\/docs\/WEFUSA_NewVisionforEducation_Report2015.pdf\">Kaynak: World Economic Forum (2015) New Vision for Education<\/a><\/em><\/p>\n\n\n\n<p>\tBuna ek olarak yine D\u00fcnya Ekonomi Forumu\u2019nun (2018) \u201cFuture of Jobs \/ Mesleklerin Gelece\u011fi\u201d raporunda i\u015f d\u00fcnyas\u0131n\u0131n talep etti\u011fi becerilerin y\u0131llara g\u00f6re de\u011fi\u015fimi \u015fu \u015fekilde belirtilmi\u015ftir:<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"\"><tbody><tr><td><strong>2018<\/strong><\/td><td><strong>2020<\/strong><\/td><\/tr><tr><td>Analitik d\u00fc\u015f\u00fcnme ve yenilik\u00e7ilik<\/td><td>Analitik d\u00fc\u015f\u00fcnme ve yenilik\u00e7ilik<\/td><\/tr><tr><td>Karma\u015f\u0131k problem \u00e7\u00f6zme<\/td><td>Aktif \u00f6\u011frenme ve \u00f6\u011frenme stratejileri<\/td><\/tr><tr><td>Ele\u015ftirel d\u00fc\u015f\u00fcnme ve analiz<\/td><td>Yarat\u0131c\u0131l\u0131k, \u00f6zg\u00fcnl\u00fck ve inisiyatif alma<\/td><\/tr><tr><td>Aktif \u00f6\u011frenme ve \u00f6\u011frenme stratejileri<\/td><td>Teknoloji tasar\u0131m\u0131 ve programlama<\/td><\/tr><tr><td>Yarat\u0131c\u0131l\u0131k, \u00f6zg\u00fcnl\u00fck ve inisiyatif<\/td><td>Ele\u015ftirel d\u00fc\u015f\u00fcnme ve analiz etme<\/td><\/tr><tr><td>Detaylara dikkat, g\u00fcvenilirlik<\/td><td>Karma\u015f\u0131k problem \u00e7\u00f6zme<\/td><\/tr><tr><td>Duygusal zeka<\/td><td>Liderlik ve sosyal etki<\/td><\/tr><tr><td>Muhakeme, problem \u00e7\u00f6zme ve d\u00fc\u015f\u00fcnce<\/td><td>Duygusal zeka<\/td><\/tr><tr><td>Liderlik ve sosyal etki<\/td><td>Muhakeme, problem \u00e7\u00f6zme ve d\u00fc\u015f\u00fcnce<\/td><\/tr><tr><td>Koordinasyon ve zaman y\u00f6netimi<\/td><td>Sistem analizi ve de\u011ferlendirmesi<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><em>Kaynak: <a href=\"http:\/\/www3.weforum.org\/docs\/WEF_Future_of_Jobs_2018.pdf\">World Economic Forum (2018) Future of Jobs Report<\/a><\/em><\/p>\n\n\n\n<p>STEM e\u011fitiminde, \u00f6zellikle 4C (Critical Thinking, Creativity, Communination, Collaboration \u2013 Ele\u015ftirel d\u00fc\u015f\u00fcnme, Yarat\u0131c\u0131l\u0131k, \u0130leti\u015fim, \u0130\u015f birli\u011fi) beceriler olarak adland\u0131r\u0131lan \u201cYetkinlikler\u201d in \u00f6\u011frencilere kazand\u0131r\u0131lmas\u0131 ama\u00e7lan\u0131r. Sadece mesleki anlamda de\u011fil ya\u015fam\u0131n\u0131n her alan\u0131nda ihtiyac\u0131 olan becerilerin kazand\u0131r\u0131lmas\u0131nda STEM e\u011fitiminin katk\u0131s\u0131 bulunmaktad\u0131r.&nbsp;<\/p>\n\n\n\n<p>STEM e\u011fitiminin \u00f6\u011frenciler a\u00e7\u0131s\u0131ndan faydalar\u0131n\u0131 birka\u00e7 ba\u015fl\u0131k alt\u0131nda toplamak gerekirse STEM e\u011fitimi;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin Fen, Matematik ve Teknoloji okuryazarl\u0131k d\u00fczeylerini art\u0131r\u0131r.<\/strong><\/h2>\n\n\n\n<p>STEM e\u011fitiminde \u00f6\u011frenciler ezberden uzak bir \u015fekilde ara\u015ft\u0131rma ve sorgulama yaparak \u00f6\u011frenirler. Sorgulama ve problem tabanl\u0131 \u00f6\u011frenme y\u00f6ntemleriyle tasarlanan derslerde d\u00f6rt disiplini birbiriyle i\u00e7 i\u00e7e ge\u00e7mi\u015f \u015fekilde ve g\u00fcnl\u00fck hayata transfer ederek kulland\u0131klar\u0131 i\u00e7in \u00f6\u011frenmeleri daha kal\u0131c\u0131 hale gelir.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilere ele\u015ftirel \/ kritik d\u00fc\u015f\u00fcnme becerisi kazand\u0131r\u0131r.<\/strong><\/h2>\n\n\n\n<p>Ele\u015ftirel d\u00fc\u015f\u00fcnme becerisi, problemlere yeni ve farkl\u0131 bir bak\u0131\u015f a\u00e7\u0131s\u0131yla yakla\u015fmay\u0131, \u00f6\u011frenmeyi konular ve disiplinler aras\u0131nda birbirine ba\u011flamay\u0131 i\u00e7erir. STEM e\u011fitiminde \u00f6\u011frenci kar\u015f\u0131la\u015ft\u0131\u011f\u0131 problemleri \u00e7\u00f6zmek i\u00e7in farkl\u0131 disiplinleri kullanarak do\u011fru bilgiye ula\u015fma, sorgulama, analiz etme, de\u011ferlendirme ve kullanmay\u0131 \u00f6\u011frenir ve uygular.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin g\u00fcnl\u00fck hayat problemlerinin fark\u0131na varmas\u0131n\u0131 sa\u011flar.<\/strong><\/h2>\n\n\n\n<p>Sorgulamaya veya probleme dayal\u0131 STEM e\u011fitiminde \u00f6\u011frenciler g\u00fcnl\u00fck ya\u015famlar\u0131ndaki problemleri fark ederler ve \u00e7\u00f6z\u00fcm \u00fcretmek i\u00e7in \u00e7al\u0131\u015fmalar yaparlar. Bu sayede gelecekte kar\u015f\u0131lar\u0131na \u00e7\u0131kacak problemlere \u00e7\u00f6z\u00fcm \u00fcretmek i\u00e7in gerekli temel becerileri ve prati\u011fi kazanm\u0131\u015f olurlar.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin t\u00fcketen bireyler de\u011fil \u00fcreten bireyler olmalar\u0131na katk\u0131 sunar.<\/strong><\/h2>\n\n\n\n<p>STEM e\u011fitiminde \u00f6\u011frenciler farkl\u0131 disiplinleri bir arada kullanarak problemlere \u00e7\u00f6z\u00fcm \u00fcretir, sistem tasarlar, \u00fcr\u00fcn geli\u015ftirir ya da mevcut \u00fcr\u00fcn \u00fczerinde yenilik ve geli\u015ftirmeler yapar. \u00d6zellikle \u00f6\u011frencilerin dijital ve m\u00fchendislik tasar\u0131m becerileri geli\u015fir, toplumun \u00fcreten birey ihtiyac\u0131n\u0131n kar\u015f\u0131lanmas\u0131na katk\u0131 sa\u011flanm\u0131\u015f olur.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin yarat\u0131c\u0131l\u0131\u011f\u0131n\u0131 geli\u015ftirir.<\/strong><\/h2>\n\n\n\n<p>Yarat\u0131c\u0131l\u0131\u011f\u0131n kutunun d\u0131\u015f\u0131nda d\u00fc\u015f\u00fcnme becerisi oldu\u011fu s\u00f6ylenebilir. STEM e\u011fitiminde \u00f6\u011frenciler karma\u015f\u0131k problemleri disiplinler aras\u0131 bir yakla\u015f\u0131mla \u00e7\u00f6zerken farkl\u0131, benzersiz fikirler \u00fcretmeye \u00e7al\u0131\u015f\u0131r. Yeni bir \u015feyler \u00fcretme, var olan bir \u00fcr\u00fcn\u00fc geli\u015ftirme s\u0131ras\u0131nda yarat\u0131c\u0131l\u0131klar\u0131n\u0131 kullan\u0131rlar. Grup \u00e7al\u0131\u015fmalar\u0131 s\u0131ras\u0131nda tak\u0131m arkada\u015flar\u0131ndan ilham alarak da bu becerilerini geli\u015ftirirler ve ke\u015ffetme cesaretleri artar.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin i\u015fbirlik\u00e7i \u00e7al\u0131\u015fma becerisini art\u0131r\u0131r.<\/strong><\/h2>\n\n\n\n<p>\u0130\u015f birli\u011fi, ortak bir hedefe ula\u015fmak i\u00e7in birlikte \u00e7al\u0131\u015fma prati\u011fidir. STEM e\u011fitiminde grup \u00e7al\u0131\u015fmas\u0131 \u00e7ok \u00f6nemlidir ve ders ak\u0131\u015flar\u0131 grup \u00e7al\u0131\u015fmas\u0131na imk\u00e2n sa\u011flayacak \u015fekilde tasarlan\u0131r. Farkl\u0131 alg\u0131lar\u0131, yetenekleri ve g\u00fc\u00e7l\u00fc y\u00f6nleri olan \u00f6\u011frenciler bir araya gelerek \u00e7al\u0131\u015f\u0131rlar. Bu esnada her bir \u00f6\u011frenci kendi \u00fczerine d\u00fc\u015fen g\u00f6revleri yerine getirirken grubun \u00f6\u011frenme sorumlulu\u011funu da \u00fcstlenir. Ula\u015f\u0131lan ba\u015far\u0131 grubun ba\u015far\u0131s\u0131d\u0131r. Bunun yan\u0131 s\u0131ra i\u015fbirlik\u00e7i \u00e7al\u0131\u015fmalar s\u0131ras\u0131nda do\u011fal liderler de ortaya \u00e7\u0131kar, liderlik \u00f6zelliklerini kullanmalar\u0131 ve geli\u015ftirmelerine katk\u0131 sa\u011flan\u0131r.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin ileti\u015fim becerilerini geli\u015ftirir.<\/strong><\/h2>\n\n\n\n<p>\u0130leti\u015fim d\u00fc\u015f\u00fcnceleri, fikirleri, sorular\u0131 ve \u00e7\u00f6z\u00fcmleri payla\u015fmakt\u0131r. STEM e\u011fitiminde grup \u00e7al\u0131\u015fmalar\u0131nda \u00f6\u011frencilerin kendilerini ifade etme becerileri geli\u015fir. Ayr\u0131ca aktif dinleme becerilerini de geli\u015ftirerek sosyal ya\u015famlar\u0131nda da \u00e7evreleriyle daha olumlu ili\u015fkiler kurmay\u0131 ba\u015farabilirler.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin de\u011fi\u015fime ve yenili\u011fe kar\u015f\u0131 merak duygusunu geli\u015ftirir.<\/strong><\/h2>\n\n\n\n<p>STEM e\u011fitimi, \u00f6\u011frencilerde soru sorarak \u00e7\u00f6z\u00fcm \u00fcretme becerisini geli\u015ftirir. Sorular \u00e7\u00f6z\u00fcme kar\u015f\u0131 merak\u0131 uyand\u0131r\u0131r. Ayr\u0131ca ba\u015fta teknolojik geli\u015fmeler olmak \u00fczere yeniliklere, ke\u015fiflere kar\u015f\u0131 merak duyarlar ve ara\u015ft\u0131rma yaparlar.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin giri\u015fimcilik becerilerinin geli\u015fmesine destek olur.<\/strong><\/h2>\n\n\n\n<p>STEM e\u011fitimi erken ya\u015fta problemlere yarat\u0131c\u0131 \u00e7\u00f6z\u00fcmler \u00fcreten, de\u011fi\u015fimlere uyum sa\u011flayan, ileti\u015fim becerileri g\u00fc\u00e7l\u00fc, donan\u0131ml\u0131 ve kendine g\u00fcvenen bireyler yeti\u015fmesine katk\u0131 sa\u011flar. STEM \u00e7al\u0131\u015fmalar\u0131nda \u00f6\u011frenciler, tasarlad\u0131klar\u0131 sistem ve \u00fcr\u00fcnlerin patentini alabilecekleri gibi i\u015f sahas\u0131na \u00e7\u0131kt\u0131klar\u0131nda da STEM alan\u0131ndaki kariyer f\u0131rsatlar\u0131n\u0131 de\u011ferlendirebilirler.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>\u00d6\u011frencilerin, STEM kariyer alanlar\u0131nda duyulan ihtiyac\u0131 kar\u015f\u0131lamalar\u0131n\u0131 kolayla\u015ft\u0131r\u0131r.<\/strong><\/h2>\n\n\n\n<p>STEM e\u011fitimi inovasyonun, yenilik\u00e7ili\u011fin ve \u00fcretimin temelini olu\u015fturdu\u011fu i\u00e7in ekonomide de kritik \u00f6nem arz etmektedir. Yerel ve k\u00fcresel ekonomik kalk\u0131nma i\u00e7in STEM alan\u0131nda e\u011fitim g\u00f6rm\u00fc\u015f \u00e7al\u0131\u015fanlara daha fazla ihtiya\u00e7 duyulmaktad\u0131r. STEM e\u011fitimi alan \u00f6\u011frenciler kazand\u0131klar\u0131 bilgi, yeterlilik ve becerilerle bu alanlarda kariyer yapmak isteyenler aras\u0131nda \u00f6ne ge\u00e7eceklerdir.<br><\/p>\n\n\n\n<p>Kaynaklar:&nbsp;<\/p>\n\n\n\n<p>\u015eahin, A., Ayar, M. C., &amp; Ad\u0131g\u00fczel, T. (2014). Fen, teknoloji, m\u00fchendislik ve matematik i\u00e7erikli okul sonras\u0131 etkinlikler ve \u00f6\u011frenciler \u00fczerindeki etkileri. <em>Kuram ve Uygulamada E\u011fitim Bilimleri, 14<\/em>(1), 1-26.<br><\/p>\n\n\n\n<p>World Economic Forum (2015). <em>New vision for education. <\/em>9 Kas\u0131m 2019 tarihinde http:\/\/www3.weforum.org\/docs\/WEFUSA_NewVisionforEducation_Report2015.pdf adresinden eri\u015fildi.<br>World Economic Forum (2018). <em>Future of jobs.<\/em> 9 Kas\u0131m 2019 tarihinde http:\/\/www3.weforum.org\/docs\/WEF_Future_of_Jobs_2018.pdf adresinden eri\u015fildi.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Aycan Kavakl\u0131 | Mimar Sinan Ortaokulu Bili\u015fim Teknolojileri \u00d6\u011fretmeni STEM (Science, Technology, Engineering, Mathematics); fen\/bilim, teknoloji, m\u00fchendislik ve matematik disiplinlerinin b\u00fct\u00fcnle\u015fik bir \u015fekilde \u00f6\u011fretilmesini i\u00e7erir ve okul \u00f6ncesinden y\u00fcksek \u00f6\u011fretime kadar t\u00fcm s\u0131n\u0131f seviyelerini kapsayan bir yakla\u015f\u0131md\u0131r. \u00d6\u011frencilerin problemlere disiplinler aras\u0131 bak\u0131\u015f a\u00e7\u0131s\u0131yla bakmas\u0131n\u0131, b\u00fct\u00fcnc\u00fcl bir e\u011fitim yakla\u015f\u0131m\u0131yla bilgi ve beceri kazanmas\u0131n\u0131 hedefler (\u015eahin, Ayar [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":5208,"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":[28,29,30,31],"class_list":["post-5206","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-egitim","tag-stem","tag-stemegitimi","tag-stemuygulamalari"],"_links":{"self":[{"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/posts\/5206","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/comments?post=5206"}],"version-history":[{"count":0,"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/posts\/5206\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/media\/5208"}],"wp:attachment":[{"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/media?parent=5206"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/categories?post=5206"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.twinscience.com\/tr\/wp-json\/wp\/v2\/tags?post=5206"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}