Abstract
The aim of this research is to determine the viewpoints and readiness of class, mathematics and science teachers on STEM (Science, Technology, Engineering and Mathematics) Education. The other aims are to determine different between branches and seniority in the readiness of teachers on STEM Education. The review method was used in the study the sampling of the study consisted of 371 teachers, who were selected randomly from Siirt and Batman. A questionnaire was developed by the authors of the study to determine the readiness of the teachers on STEM Education. Frequencies, arithmetic averages and the Kruskal Wallis H was used in this research. The teachers who participated in the study believe that they are inadequate about implementing teaching designs that are inventive, use scientific methods, develop creative STEM products, and aim to raise students who critically examine these products. In addition, they do not see themselves adequately in terms of process evaluation, assisted education in information technology, development of engineering applications suitable for the student level, analysis according to Bloom taxonomy and activities related to higher skill levels. Among the issues that teachers see themselves as middle level and above it are project-based, probabilistic learning and structuring of knowledge.
Highlights
In order to raise individuals who have specialization in certain fields, disciplines such as science, mathematics, engineering and technology (STEM) have been dealt with for long years
Being able to do include activities that will arouse the curiosity in students at every stage of classes while performing activities related to science, mathematics, technology and engineering
Being able to develop the measurement tools that measure the mental processes of students in activities such as investigation, research and invention (Item 10); Being able to make use of computer technologies such as interactive boards and tablet computers in classes (Item 11); Being able to use engineering applications in line with the levels of students (Item 13); Being able to use scientific researches and technological inventions in classes (Item 14); Being able to integrate the knowledge gained in digital teaching technologies with the aim of the courses (Item 15); Being able to associate instructional design
Summary
In order to raise individuals who have specialization in certain fields, disciplines such as science, mathematics, engineering and technology (STEM) have been dealt with for long years. The term STEM was formed by using the initials of Science, Technology, Engineering, and Mathematics. Individuals are expected to use their creativity and their theoretical knowledge, and convert their efforts into a product or an innovation for the purpose of solving real life problems [3]. In this way, permanent and meaningful learning is ensured [4]
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