A systematic analysis of an initial STEM professional development program : a case study

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buir.advisorAteşkan, Armağan
dc.contributor.authorŞenkutlu, Nil
dc.date.accessioned2019-01-24T10:40:54Z
dc.date.available2019-01-24T10:40:54Z
dc.date.copyright2018-12
dc.date.issued2018-12
dc.date.submitted2019-01-23
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2019.en_US
dc.descriptionIncludes bibliographical references (leaves 88-99).en_US
dc.description.abstractThe aim of this case study was to gain a better understanding of how an initial STEM (Science, Technology, Engineering, and Mathematics) professional development (PD) program implemented on a specific group of mathematics and science teachers and examine these mathematics and science teachers’ understandings and perceptions of STEM education and their influence on classroom practices. This study was framed and guided by STEM: Integrated Teaching Framework (InTeachFramework) which also formed the “focal points” of this study that were interdisciplinarity, rigor, relevance, and equity. In this exploratory case study, qualitative data gathered by observing the initial STEM PD program for 27 secondary mathematics and science teachers within a large metropolitan school. Voice records and written data were utilized with observational techniques to determine perceptions and influences of STEM education on teachers. Findings indicated that initial STEM PD provided teachers to show their general understanding on STEM principles explicitly in their classroom practices. Real-life applications related to teacher’s main disciplines and connections of them with other disciplines were the most adopted indicators in the classrooms. Similarly, teachers gained an understanding on necessity of authentic problems of knowledge society (APoKS) for teachers in school environment. The study also found that the desired solution offers and related products for APoKS that emphasized in STEM PD were not fulfilled in the classroom practices.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Nil Şenkutluen_US
dc.format.extentxiv, 106 leaves ; 30 cm.en_US
dc.identifier.itemidB159652
dc.identifier.urihttp://hdl.handle.net/11693/48305
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSTEMen_US
dc.subjectSTEM educationen_US
dc.subjectIntegrated teachingen_US
dc.subjectTeacher professional developmenten_US
dc.titleA systematic analysis of an initial STEM professional development program : a case studyen_US
dc.title.alternativeBaşlangıç FeteMM (STEM) mesleki gelişim programının sistematik analizi : durum çalışmasıen_US
dc.typeThesisen_US
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