Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM
Abstract
This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the quantitative dimension of the study, and the case study was used in the qualitative dimension. The study's data were collected using the "STEM Pedagogical Content Knowledge Scale" and the "semi-structured interview form" developed by the researcher. A statistics program was used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service primary school teachers towards STEM did not show the difference in terms of the variables of graduated high school, science proficiency, and desire to receive STEM education. In addition, differences were observed between the gender and technology sub-dimension, grade level and science and mathematics sub-dimension, having STEM knowledge and science sub-dimension, STEM competence and mathematics sub-dimension. According to the qualitative results of the study, it was determined that pre-service primary school teachers' perspectives toward STEM education were positive. However, they considered themselves inadequate because they did not receive training.
Full Text:
Download PDFReferences
Arslan, Ö., & Yıldırım, B. (2020). STEM uygulamalarının öğretmen adaylarının öz-yeterlikleri, pedagoji ve alan bilgisi üzerine etkisi [The effect of STEM applications on pre-service teachers' self-efficacy, pedagogy and content knowledge]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(3), 1339-1355. doi: 10.17679/inuefd.789366.
Baki, A., & Gökçek, T. (2012). Karma yöntem araştirmalarina genel bİr bakiş [An overview of mixed method research]. Electronic Journal of Social Sciences, 11(42).
Bal, M. S., & Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) konusunda öz-değerlendirme seviyelerinin belirlenmesi [Determining the self-evaluation levels of social studies teachers on technological pedagogical content knowledge (TPACK)]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 15-32.
Baxter J. A., & Lederman N. G. (1999). Assessment and Measurement of Pedagogical Content Knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), PCK and Science Education. Kluwer Academic Publisher.
Boyraz, L. & Bilican, K. (2020). Sınıf öğretmenlerinin fetemm ile ilgili kavramsal ve pedagojik bilgilerinin incelenmesi [Examination of classroom teachers' conceptual and pedagogical knowledge about fetemm]. Başkent University Journal of Education, 7(1), 146-157.
Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996. doi: 10.1126/science.1194998.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.
Ceran, E. (2021). Elementary School Teachers’ Developıng Pedagogıcal Content Knowledge And Belıefs About Integrated Stem Educatıon Through A Professıonal Development Knowledge (Unpublished doctoral thesis). Marmara University, İstanbul.
Chai, C. S. (2019). Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK). Asia-Pacific Edu Res., 28(1), 5–13.
Correia, M., & Baptista, M. (2022). Supporting the Development of Pre-Service Primary Teachers PCK and CK through a STEM Program. Education Sciences, 12(4), 258.
Crane, T., Wilson, J., Maurizio, A., Bealkowski, S., Bruett, K. & Couch, J. (2003). Learning for 21st century: A report and mile for 21st century skills. Retrieved from https://files.eric.ed.gov/fulltext/ED480035.pdf
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Çayak, V. (2019). Fen Bilimleri Öğretmenlerinin STEM’E Yönelik Teknolojik, Pedagojik, Alan Bilgilerinin İncelenmesi [Examination of Science Teachers' Technological, Pedagogical and Content Knowledge on STEM] (Unpublished master's thesis). Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
Dadacan, G. (2021). Öğretmen Adaylarının STEM Öğretimiyle İlgili Özyeterlik Farkındalık ve Yönelimlerinin Çeşitli Değişkenler Açısından İncelenmesi [Investigation of Pre-service Teachers' Self-Efficacy Awareness and Orientations Regarding STEM Teaching in Terms of Various Variables].
Duschl, R. A., & Bybee, R. W. (2014). Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM Education, 1(12), 1–9. https://doi.org /10.1186/s40594-014-0012-6.
Eckman, E. W., Williams, M. A., & Silver-Thorn, M. B. (2016). An integrated model for STEM teacher preparation: The value of a teaching cooperative educational experience. Journal of STEM Teacher Education, 51(1), 8.
Eilks, I., & Markic, S. (2011). Effects of a Long-Term Participatory Action Research Project on Science Teachers’ Professional Development. Eurasia Journal of Mathematics, Science and Technology Education, 7, 149–160. https://doi.org/10.12973/ ejmste/75196
Epstein, D., & Miller, R. T. (2011). Slow off the Mark: Elementary School Teachers and the Crisis in Science, Technology, Engineering, and Math Education. Center for American Progress.
Faikhamta, C., Lertdechapat, K., & Prasoblarb, T. (2020). The Impact of a PCK-based professional development program on science teachers' ability to teach STEM. Journal of Science and Mathematics Education in Southeast Asia, 43.
Gedik, O., Sönmez, Ö. F., & Yeşiltaş, E. (2019). Sınıf eğitimi öğretmen adaylarının teknolojik pedagojik içerik bilgi yeterliliklerinin incelenmesi [Examining the technological pedagogical content knowledge competencies of classroom education teacher candidates]. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 5(2), 187-198.
Grossman P. L. (1990). The Making of a Teacher: Teacher Knowledge and Teacher Education. Teachers College Press.
Güngör, A. (2021). Öğretmen ve öğretmen adaylarının bütünleşik stem eğitimine yönelik teknolojik pedagojik alan bilgilerinin belirlenmesi [Determining the technological pedagogical content knowledge of teachers and teacher candidates for integrated stem education] (Unpublished master's thesis). Alaaddin Keykubat Üniversitesi, Alanya.
Guzey, S. S., Caskurlu, S., & Kozan, K. (2020). Integrated STEM pedagogies and student learning. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore & L. D. English (Eds.), Handbook of research on STEM education. Routledge.
Hasanah, S. S., Permanasari, A., & Riandi, R. (2021). Online Professional Development for Improving Teacher's STEM PCK Competence, Can It Be An Alternative?(An Evaluation Using the CIPP Model). Jurnal IPA & Pembelajaran IPA, 5(2), 162-171.
Hasanah, S. S., Riandi, R., Kaniawati, I & Permanasari, A. (2022). Bibliometric Analysis of The Literature on Science, Technology, Engineering, and Mathematics (STEM) Pedagogical Content Knowledge for the years 2011-2022. Jurnal Inspirasi Pendidikan, 12(1), 31-39.
Hiğde, E., Aktamış, H., Arabacıoğlu, T., Şen, H. C., Deniz, Ö., & Yazıcı, E. (2020). Öğretmen ve Öğretmen Adaylarının Stem Alanlarına Yönelı̇k Tutumlarının ve Stem Öğretı̇mı̇ Yönelı̇mlerı̇nı̇n Farklı Değı̇şkenler Açısından İncelenmesı̇ [Investigation of Teachers and Pre-service Teachers' Attitudes Towards Stem Fields and Stem Teaching Attitudes in Terms of Different Variables]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 6(1), 34-56.
Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects and an agenda for research. Washington: The National Academic Press.
İmir, B. (2019). Sınıf Öğretmenlerinin STEM Eğitimine Yönelik Yeterlilik Ve Tutumlarının Belirlenmesi [Determination of Classroom Teachers' Competence and Attitudes towards STEM Education] (Unpublished master's thesis). Fırat Üniversitesi, Elazığ.
Karakaya, F., Yantırı, H., Yılmaz, G., & Yılmaz, M. (2019). İlkokul öğrencilerinin stem etkinlikleri hakkında görüşlerinin belirlenmesi: 4. Sınıf örneği [Determining primary school students' opinions about stem activities: 4th grade example]. Uluslararası Türk Eğitim Bilimleri Dergisi, (13), 1-14.
National Academy of Engineering [NAE] & National Research Council [NRC]. (2009). Engineering in K-12 education understanding the status and improving the prospects. Washington DC: The National Academic.
National Research Council [NRC]. (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic.
Organization for Economic Co-operation and Development [OECD]. (2015). Schooling redesigned: Towards innovative learning systems. OECD.
Partnership for 21st Century Skills (2009). Framework for 21st century learning. Retrieved July 2017 from www.21centruryskills.org.
Polat, Ö., & Bardak, M. (2019). Erken çocukluk döneminde STEM yaklaşımı [STEM approach in early childhood]. International Journal of Social Science Research, 8(2), 18-41.
Rahman, N. A., Rosli, R., & Rambley, A. S. (2021, March). Mathematical teachers’ knowledge of stem-based education. In Journal of Physics: Conference Series, 1806, (1), 012216. IOP Publishing.
Rahman, N. A., Rosli, R., Rambely, A. S., Siregar, N. C., Capraro, M. M., & Capraro, R. M. (2022). Secondary school teachers’ perceptions of STEM pedagogical content knowledge. Journal on Mathematics Education, 13(1), 119-134.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harv. Educ. Rev., 57, 1–23.
Sümen, Özçakir, Ö., & Çalisici, H. (2016). Pre-Service Teachers' Mind Maps and Opinions on STEM Education Implemented in an Environmental Literacy Course. Educational sciences: Theory and practice, 16(2), 459-476.
Şahin, B. (2019). STEM etkinliklerinin fen öğretmeni adaylarının STEM farkındalıkları, tutumları ve görüşleri üzerine etkisinin belirlenmesi [Determining the effects of STEM activities on science teacher candidates' STEM awareness, attitudes and opinions] (Unpublished master's thesis). Bartın Üniversitesi, Bartın.
Şeref, K. (2008). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri, 3. Baskı [SPSS Applied Multivariate Statistical Techniques, 3rd Edition]. Asil Yayın Dağıtım.
Turkey Ministry of National Education (2018). Fen bilimleri dersi öğretim programı [Science Curriculum]. http://mufredat.meb.gov.tr/Program Detay.aspx?PID=325.
United States Department of Education. (2016). STEM 2026: A vision for innovation in STEM education. Washington, DC: US Department of Education, Office of Innovation and Improvement.
Yıldırım, B. (2018). STEM uygulamalarına yönelik öğretmen görüşlerinin incelenmesi [Examination of teachers' views on STEM practices]. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(1), 42-53.
Yıldırım, B., & Şahin-Topalcengiz, E. (2018). STEM pedagogical content knowledge scale (STEMPCK): a validity and reliability study. Online Submission.
Yıldırım, B., & Türk, C. (2018). Sınıf Öğretmeni Adaylarının STEM Eğitimine Yönelik Görüşleri: Uygulamalı Bir Çalışma [Views of Primary Teacher Candidates on STEM Education: An Applied Study]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 195-213.
DOI: https://doi.org/10.17509/jsl.v6i2.51275
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Kevser Sarı, Meltem Duran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia