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      Insights into stem education praxis: an assessment scheme for course syllabi

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      Author(s)
      Çorlu, M. Sencer
      Date
      2013
      Source Title
      Kuram ve Uygulamada Eğitim Bilimleri
      Print ISSN
      1303-0485
      Publisher
      EDAM
      Volume
      12
      Issue
      4
      Pages
      2477 - 2485
      Language
      Turkish
      Type
      Article
      Item Usage Stats
      255
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      Abstract
      Post-secondary institutions within the European Higher Education Area have been adapting quality assurance mechanisms for course design, delivery, and evaluation following a learner-centered approach. The purpose of this exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics at the postsecondary level through an assessment of course syllabi. An analytical rubric was developed with the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices through syllabi of the courses offered at a public university within the European Higher Education Area. Data were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an independent t-test. Results showed that there were statistically significant differences between the externally accredited and non-accredited programs in STEM_education and STEM_assessment variables (p 0.01), which indicated a practical significance in favor of accredited programs. There was reason to believe that the external accreditation process has a positive impact on instructors in encouraging them to align their syllabi with the STEM education praxis under the influence of the student-centered teaching and learning paradigm.
      Keywords
      Accreditation
      Bologna process
      European higher education area
      STEM education
      Syllabi
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      http://hdl.handle.net/11693/54454
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