A Proposal of the STEM Education for Teacher Training: Design Based Science Education

Bu araştırmada FeTeMM eğitim yaklaşımını fen sınıflarına yansıtabilmek amacıyla önerilen Tasarım Temelli Fen Eğitimi ile planlanan bir sürecin hizmet öncesi fen öğretmenlerinin eğitiminde uygulanması ve öğretmen adaylarının sürece yönelik değerlendirmelerinin tespit edilmesi amaçlanmaktadır. Durum çalışması desenindeki araştırmanın çalışma grubunu amaçlı örneklem seçme yöntemi ile belirlenen 6 fen bilimleri öğretmen adayı oluşturmaktadır. Tasarım temelli fen eğitimi uygulamalarının ortasında ve sonunda olmak üzere iki kez gerçekleştirilen yarı yapılandırılmış görüşmeler ile toplanan veriler, içerik analizi, betimsel analiz ve sürekli karşılaştırmalı analiz teknikleri bir arada kullanılarak analiz edilmiştir. Araştırmada öğretmen adaylarının mühendislik tasarım sürecinin en güçlü yönlerini yaparak öğrenmeyi sağlaması, büyük tasarım görevi hedefinin motive edici olması, kalıcı öğrenmeyi sağlaması ve sorgulamaya dayalı olması gibi özellikleriyle değerlendirdikleri tespit edilmiştir.This study primarily aims to investigate the pre-service science teachers' assessment on Design Based Science Education process. Thus, in order to reflect the Approach of the STEM education in science class Design Based Science Education implementation is conducted for pre-service science teachers. The "single embedded case study design" which is one of the case study patterns, used in this research. The study group is determined according to the intentional sample selection method which constitutes of 6 pre-service science teachers. The research data which were collected in the middle and at the end of the design based learning process, were carried out twice with the semi-structured interviews. Content analysis, descriptive analysis and, constant comparative analysis were performed together for data analysis. In the research, it is found that pre-service science teachers assess the most powerful dimensions of this process as; it enhances the learning by doing , the goal of major design task is motivating, it leads permanent learning, and it is based on questioning

Thoughts and knowledge of the first grade students at high schools about earthquake

In the science and technology courses, informations about earthquake are being given in the last unit of at 8 grades of the primary education. In this research, the thoughts of the first grade students in secondary schools have been examined in seven dimensions. The information in all dimensions has been examined to check if it changes according to gender of the students, earthquake experience and the type of the schools. This research was done in Kocaeli-İzmit in every first grades of the secondary schools in Kocaeli Izmit. The 555 students were chosen by cluster sampling technique from the Anatolian, general and technical high schools. The data collection tool was a Likert type items consisting of three subgroups. Reliability and validity study was repeated, owing to passing time between two studies. A pilot study was done with 390 students except the sampling of this study. As a result of this pilot study some of the items were removed from the data collection tool. With the remaining items, Cronbach's alphas for internal consistency were 0.78 Collected data was analyzed with SPSS 15.program. The results have indicated that the gender and the type of the school effects the results but the experience of the earthquake doesn‘t effect the earthquake knowledge. In the lights of these information the girls know much more than the boys about the earthquake, and the things to do during and after the earthquake. Moreover the students in Anatolian high schools has much more and true information than the students in technical high schools