Browsing by Subject "STEM education"

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    Insights into stem education praxis: an assessment scheme for course syllabi
    (EDAM, 2013) Çorlu, M. Sencer
    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.
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    Introducing STEM education: implications for educating our teachers in the age of innovation
    (Türk Eğitim Derneği, 2014) Corlu, M. S.; Capraro, R. M.; Capraro, M. M.
    Reforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. There has been some criticism of the reforms at the teacher education level, claiming that Turkish teachers were not prepared to address the needs of their profession. The authors of this article introduced the STEM education model, which was designed with a critical investigation of the previous research on curriculum integration, STEM education, teaching knowledge, and Turkish educational reforms. By focusing on the interaction of mathematics and science, the model emphasized the importance of integrated teaching knowledge to successfully transition from the departmentalized model of teaching to an integrated model that promotes innovation.
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    A systematic analysis of an initial STEM professional development program : a case study
    (2018-12) Şenkutlu, Nil
    The 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.