A COURSE CONTENT DESIGNED IN ACCORDANCE WITH THE 5E TEACHING MODEL WITHIN THE SCOPE OF STEM LEARNING APPROACH IN ENVIRONMENTAL EDUCATION COURSE: MY SMART GREENHOUSE

Osman Aköz, Huriye Deniş Çeliker, Hasan Genç

Abstract


The STEM learning approach, which integrates science, technology, engineering, and mathematics disciplines, is increasing its popularity in all countries. Countries are trying to ensure that students develop their cognitive, affective, and scientific process skills by integrating the STEM learning approach into their education systems. In this context, it is considered important to prepare course contents suitable for the STEM learning to approach within the scope of the curriculum, and design-based activities are included. It is thought that the number of guide applications on how teachers can use the STEM learning approach in their lessons to teach their subjects by following per under the STEM learning approach is insufficient. In this study, the literature was searched using the traditional compilation method, and a lesson content suitable for the STEM learning approach was produced by blending my smart greenhouse activity, which was developed for the 7th-grade environmental education lesson outcomes, with the 5E teaching model. It is aimed to increase the diversity of guide resources that teachers can use in their lessons by giving the produced course content together with the application stages.

 

Article visualizations:

Hit counter


Keywords


STEM education, 5E learning model, environmental education, 21st century skills

Full Text:

PDF

References


Abu-Bader, H. S. (2021). Using statistical methods in social science research with a complete SPSS guide (third edition). Oxford University Press. New York.

Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Science, 11, 331. https://doi.org/10.3390/educsci11070331

Bıyıklı, C. & Yağcı, E. (2014). 5E Öğrenmemodeline gore düzenlenmişeğitimdurumlarınınbilimselsüreçbecerilerineetkisi. EgeEğitimDergisi, (15)1: 45-79. Retrieved 20 March, 2022 from https://dergipark.org.tr/en/download/article-file/57166

Blackley, S., & Howell, J. (2015). A STEM narrative: 15 Years in the making. Australian Journal of Teacher Education, 40(7). https://doi.org/10.14221/ajte.2015v40n7.8

Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35. Retrieved 20 March, 2022 from http://www.iteea.org/Membership/InternationalMembership/IntTTT.htm

Bybee, W. R. (2013). The Case for STEM education challenges and opportunities. National Science Teacher Association Press. Arlington, Virginia.

Bulut, T. (2020). Ortaokul öğrencilerinin STEM tutumlarının farklı değişkenler açısından incelenmesi. Asya Öğretim Dergisi, 8(2), 17-32. https://doi.org/10.47215/aji.713778

Chasanah, L., Kaniawati, I., & Hernani, H. (2017). How to assess creative thinking skill in making products of liquid pressure? In Proceeding of IOP Conference. Series: Journal of Physics: Conference Series, (Vol. 895, pp. 1–7). https://doi.org/10.1088/1742-6596/895/1/012164

Committee for Economic Development of The Conference Board (2020). K-12: COVID-19 disruption must lead to overdue reform; 2020 solutions brief: Sustaining capitalism. Retrieved 20 March, 2022 from https://files.eric.ed.gov/fulltext/ED607164.pdf

Court, A. W. (1998). Improving creativity in engineering design education. European Journal of Engineering Education, 23(2), 141-154. https://doi.org/10.1080/03043799808923493

Çavaş, P., Ayar, A., Turuplu, B. S., & Gürcan, G. (2020). Türkiye’de STEM eğitimi üzerine yapılan araştırmaların durumu üzerine bir çalışma. YYÜ(YYU Journal of Education Faculty), 17(1):823-854. https://doi.org/10.33711/yyuefd.751853

Çepni, S. (2018). Araştırma ve proje çalışmalarına giriş, 8.Baskı. Celepler Matbacılık Yayın ve Dağıtım. Trabzon.

Davis, G., & Pecar, B. (2021). Statistics for business students: a guide to using excel & IBM SPSS statistic (first edition). Electronic print as Amazon Kindle Edition.

Fazelian, P., Ebrahim A. N., & Soraghi, S. (2010). The effect of 5E instructional design model on learning and retention of sciences for middle class students. Procedia Social and Behavioral Sciences, 5, 140–143. https://doi.org/10.1016/j.sbspro.2010.07.062

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.

Froyd, J. E. (2008). A white paper on promising practices in undergraduate STEM education. Retrieved 20 March, 2022 from https://www.semanticscholar.org/paper/White-Paper-on-Promising-Practices-in-Undergraduate-Froyd/70643f6d72ec00a7ccf245478b5b25a1b7043d45

Goldston, M. J., Day, J. B., Sundberg, C., & Dantzler, J. (2010). Psychometric analysis of a 5E learning cycle lesson plan assessment instrument. International Journal of Science and Mathematics Education 8(4): 633 – 648. https://doi.org/10.1007/s10763-009-9178-7

Gökbayrak, S., & Karışan, D. (2017). Altıncı sınıf öğrencilerinin FeTeMM temelli etkinlikler hakkındaki görüşlerinin incelenmesi. Alan Eğitimi Araştırmaları Dergisi, 3(1), 25-40. Retrieved 20 March, 2022 from https://dergipark.org.tr/tr/pub/aleg/issue/27459/285451

Bahadır, E. B. G., & Köse, E. Ö. (2021). STEM eğitimlerinin ortaokul öğrencilerinin bilimsel yaratıcılıklarına ve STEM mesleklerine olan ilgilerine etkisi. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi (ESTÜDAM) Eğitim Dergisi, 6 (1), 12-30. Retrieved 20 March, 2022 from https://dergipark.org.tr/en/download/article-file/1428526

Gülhan, F., & Şahin, F. (2018). STEAM (STEM + Sanat) etkinliklerinin 7.Sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi. Journal of Human Sciences, 15(3), 1675-1699. https://doi.org/10.14687/jhs.v15i3.5430

Herdem, K., & Ünal, İ. (2018). STEM eğitimi üzerine yapılan çalışmaların analizi: Bir meta-sentez çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 48 (48). https://doi.org/10.15285/maruaebd.345486

Hughes, S., Eavson, C., Baldwin, S., N. Jadarajah, H., Leisemann, S., & Wright, S. (2019). STEM takes flight. Physics Education, Volume: 55, Number: 2. https://doi.org/10.1088/1361-6552/ab5ced

Jesson, K. J., Matheson, L., & Lacey, M. F. (2011). Guidance on conducting a systematic literature review. SAGE Publications. California.

Johnson, C. C., Peters-Burton, E. E., & Moore, J. T. (2015). STEM road map: A framework for integrated STEM education. Routledge (Taylor & Francis Group). New York and London.

Kahraman, E., & Doğan, A. (2020). STEM etkinliklerine yönelik ortaokul öğrencilerinin görüşleri, Anadolu Öğretmen Dergisi, 4(1), 1-20. https://doi.org/10.35346/aod.728000

Karakaya, F., Avgın, S. S., & Yılmaz, M. (2018). Ortaokul öğrencilerinin fen-teknoloji-mühendislik-matematik (FETEMM) mesleklerine olan ilgileri. Ihlara journal of Education Research (IHEAD), 3(1), 36-53. Retrieved 20 March, 2022 from http://ihead.aksaray.edu.tr/en/download/article-file/468490

Kaya, A. & Ayar, M. C. (2020). Türkiye örnekleminde STEM eğitimi alanında yapılan çalışmaların içerik analizi. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 6 (2), 275-306. Retrieved 20 March, 2022 from https://dergipark.org.tr/tr/pub/iauefd/issue/57710/822443

Kelley, R. T., & Knowles, G. J. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3:11. https://doi.org/10.1186/s40594-016-0046-z

Kim, D., Ko, D., Han, M. & Hong, S. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of the Korean Association for Science Education, 34(1), 43-54. https://doi.org/10.14697/jkase.2014.34.1.1.00043

Knezek, G., Christensen, R., Tyler-Wood, T. & Periathiruvadi, S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123. Retrieved 20 March, 2022 from https://files.eric.ed.gov/fulltext/EJ1015828.pdf

Kothari, C. R. (2019). Research methodology: Methods and techniques. New Age International (P) Limited, Publishers.

Köngül, Ö., & Yıldırım, M. (2021). Title in article’s language. Journal of Human Sciences, 18(2), 159-184. https://doi.org/10.14687/jhs.v18i2.6066

Luo, T., So, M.W.W., Li, C. W. & Yao, J. (2020).The development and validation of a survey for evaluating primary students’ self-efficacy in STEM activities. Journal of Science Education and Tecnology. https://doi.org/10.1007/s10956-020-09882-0

Millî Eğitim Bakanlığı (2016). STEM eğitimi raporu. Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü. Retrieved 20 March, 2022 http://yegitek.meb.gov.tr/STEM_Egitimi_Raporu.pdf

Millî Eğitim Bakanlığı (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Millî Eğitim BakanlığıYayınları. Retrieved 20 March, 2022 https://mufredat.meb.gov.tr/Dosyalar/201812312311937

Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom. Baltimore, MD: The Teaching Institute for Excellence in STEM. Retrieved 20 March, 2022 http://www.leadingpbl.org/f/Jans%20pdf%20Attributes_of_STEM_Education-1.pdf

National Research Council (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

Ong, E. T., Govindasamy, D., Singh, C. K. S., Ibrahim, M. N., Wahap, N. A., Borhan, M. T. & Tho, S. W. (2021). The 5E inquiry learning model: Its effect on the learning of electricity among Malaysian students. Cakrawala Pendidikan, Vol. 40, No: 1. https://doi.org/10.21831/cp.v40i1.33415

Ongesa, M. C. (2020). Critical thinking skill gap in the Kenyan educational curriculum: The 21st century skills for the global citizen. Journal of Interdisciplinary Studies in Education, Volume: 9, Issue: SI, pp. 178-191. Retrieved 20 March, 2022 https://files.eric.ed.gov/fulltext/EJ1265877.pdf

Özkul, H., & Özden, M. (2020). Mühendislik odaklı bütünleştirilmiş STEM uygulamalarının ortaokul öğrencilerinin bilimsel süreç becerilerine ve STEM meslek ilgilerine etkisinin incelenmesi: Bir karma yöntem araştırması. Eğitim ve Bilim, 5(204): 41-63. https://doi.org/10.15390/EB.2020.8870

Partnership for 21st Century Skills (P21) (2011). P21 common core toolkit: A guide to aligning the common core state standards with the framework for 21st century skills. The Partnership for 21st Century Skills, Washington, D. C.: Partnership for 21st Century Skills. Retrieved 20 March, 2022 https://files.eric.ed.gov/fulltext/ED543030.pdf

Patrick, S., Truong, N., & Chambers, A. (2020). Future-focused state policy actions to transform K-12 education. Reports of Aurora Institute, Vienna. Retrieved 20 March, 2022 https://files.eric.ed.gov/fulltext/ED608216.pdf

Pehlivan, K., & Uluyol, Ç. (2019). STEM ve eğitimde uygulama örneklerinin incelenmesi. Türkiye Sosyal Araştırmalar Dergisi, 23(3), 848-861. Retrieved 20 March, 2022 https://dergipark.org.tr/tr/download/article-file/907898

Pekbay, C., Saka, Y., & Kaptan, F. (2020). Ortaokul öğrencilerinin yeşil mühendislik STEM etkinlikleri ile ilgili görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 840-857. https://doi.org/10.17679/inuefd.684513

Rischard, F. J. (2002). High noon: 20 Global issues, 20 years to solve them. A Member of the Perseus Books Group New York (Basic Books).

Sachs, D. J. (2015). The age of sustainable development. Columbia University Press.

Seren, S., & Elşen, V. (2018). 2005 Yılı itibariyle değişen fen bilimleri dersi öğretim programlarında STEM eğitimine yer verilme düzeylerinin karşılaştırılması. Bilim, Teknoloji, Mühendislik, Matematik ve Sanat Eğitimi Dergisi, 1(1), 24-47. Retrieved 20 March, 2022 https://dergipark.org.tr/tr/download/article-file/488396

Srikoom, W., Faikhamta, C., & Hanuscin, D. (2018). Dimensions of effective STEM integrated teaching practice. K-12 STEM Education, 4(2), 313-330. Retrieved 20 March, 2022 https://www.researchgate.net/publication/323855807_Dimensions_of_Effective_STEM_Integrated_Teaching_Practice

Steyn, H., Vos, D., & De Beer, Z. L. (2018). Education in modern society. Sofia: Bulgarian Comparative Education Society (BCES) Conference Books, 16:10-18. Retrieved 20 March, 2022 https://files.eric.ed.gov/fulltext/ED586129.pdf

Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), Article 4. https://doi.org/10.5703/1288284314653

Şanlı, M., & Somuncuoğlu, H. Ö. (2021). STEM etkinliklerinin öğrencilerin STEM alanlarına yönelik tutumuna ve fene yönelik motivasyonlarına etkisi. Manisa Celal Bayar University Journal of Social Sciences; 19 (3); 139-154. https://doi.org/10.18026/cbayarsos.889816

Ültay, N., & Aktaş B. (2020). An example implementation of STEM in preschool education: Carrying eggs without breaking, Science Activities, 57:1, 16-24. https://doi.org/10.1080/00368121.2020.1782312

Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), Article 2. https://doi.org/10.5703/1288284314636

Yılmaz, G. F. (2021). Innovative practices in Turkish education system according to teacher perceptions. Anatolian Journal of Education, 6(1), 175-190. https://doi.org/10.29333/aje.2021.6115a.




DOI: http://dx.doi.org/10.46827/ejes.v9i4.4263

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Osman Aköz, Huriye Deniş Çeliker, Hasan Genç

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).