Elementary teachers’ self-efficacy and its role in STEM implementation

Yıl 2024, Cilt: 13 Sayı: 3, 217 – 238, 31.07.2024

Caroline Buechel , Michael K. Daugherty , Vinson Carter , Emine Sahin Topalcengiz

https://doi.org/10.19128/turje.1267839

Öz

Öğrencilere 21. Yüzyıl becerileriyle donatmak için öğretmenlerin hem derin STEM alan bilgisine hem de STEM içeriğini etkili bir şekilde uygulama ve öğretme konusunda bir özgüvene sahip olması gerekir. Birçok ilkokul öğretmeni, STEM eğitimini sınıfta uygulamak için yetersiz STEM alan bilgisine ve deneyimine, düşük özgüvene ve STEM eğitimini sınıflarında uygulamayla ilgili düşük özyeterliğe sahip olması, öğretmenlerin sınıf uygulamalarını etkileyebilmektedir. Bu çalışmanın amacı, ilkokul öğretmenlerinin STEM eğitiminin öğretimine yönelik öz-yeterlik algılarını incelemektir. STEM Yeterlik Anketi 100 ilkokul öğretmeninden rastgele oluşturulmuş bir örnekleme gönderilmiştir ve 18 öğretmen çalışmaya katılmayı kabul etmiştir. Bu anket öğretmenlerin STEM konusundaki geçmiş deneyimlerini, STEM’i sınıflarında uygulamaya ilişkin inançlarını ve ilkokul sınıflarında STEM uygulamalarını belirlemek amacıyla geliştirilmiştir. Bulgular, katılımcıların mühendislik tasarım süreci ve probleme dayalı öğrenmeyle ilgili öğrenmelerinde kendilerine güvendiklerini ortaya koymuştur. Ancak öğretmenler mühendislik tasarım sürecini sınıflarında uygulama konusunda isteksizdirler. Bu araştırma sonucunda, araştırmacılar STEM eğitimiyle ilgili alınan eğitimlerin öğretmenlerin STEM özyeterlik algılarına ve sınıflarında daha fazla STEM uygulamaları yapmalarına olumlu etki edebileceği sonucuna ulaşmıştır. İleride yapılacak çalışmalar STEM öğretmen eğitimlerinin öğretmenlerin STEM uygulama konusundaki özyeterliklerini nasıl etkilediğini incelenmesine odaklanmalıdır.

Anahtar Kelimeler

İlkokulda STEM eğitimi, Öğretmen eğitimi, Öğretmen özyeterliği, STEM

Kaynakça

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  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2013). Not girly, not sexy, not glamorous: Primary school girls 'and parents' constructions of science aspirations. Pedagogy, Culture & Society, 21(1), 171-194. https://doi.org/10.1080/14681366.2012.748676.
  • Ashton, P.T., & Webb, R.B. (1986). Making a difference: teachers' sense of efficacy and student achievement. Longman.
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  • Bandura, A. (1997). Self-efficacy: the exercise of control. W. H. Freeman.
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  • Boice, K. L., Jackson, J. R., Alemdar, M., Rao, A. E., Grossman, S., & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3), 105. https://doi.org/10.3390/educsci11030105.
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  • Capobianco, B.M. & Rupp, M. (2014). STEM Teachers' Planned and Enacted Attempts at Implementing Engineering Design-Based Instruction. School Science and Mathematics. 114(6), 258-270. https://doi.org/10.1111/ssm.12078.
  • Capobianco, B. M., Radloff, J., & Clingerman, J. (2022). Facilitating preservice elementary science teachers' shift from learner to teacher of engineering design-based science teaching. International Journal of Science and Mathematics Education, 1-21. https://doi.org/10.1007/s10763-021-10193-y.
  • Christian, K. B., Kelly, A. M., & Bugallo, M. F. (2021). NGSS-based teacher professional development to implement engineering practices in STEM instruction. International Journal of STEM Education, 8, 1-18. https://doi.org/10.1186/s40594-021-00284-1.
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  • Çiftçi, A., Topçu, M. S., & Foulk, J. A. (2022). Preservice early childhood teachers' views on STEM education and their STEM teaching practices. Research in Science & Technological Education, 40(2), 207-233. https://doi.org/10.1080/02635143.2020.1784125.
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Elementary teachers' self-efficacy and its role in STEM implementation

Yıl 2024, Cilt: 13 Sayı: 3, 217 – 238, 31.07.2024

Caroline Buechel , Michael K. Daugherty , Vinson Carter , Emine Sahin Topalcengiz

https://doi.org/10.19128/turje.1267839

Öz

To equip students with 21st-century skills, teachers must have both deep STEM content knowledge and the confidence to implement and teach appropriate STEM content. Many elementary teachers have inadequate STEM background knowledge, low confidence, and STEM self-efficacy for implementing STEM in the classroom; as a result, teachers’ classroom practices are affected. The study examined how elementary teachers perceive their ability to implement STEM in the classroom. The STEM Efficacy Survey was sent to a randomized pool of 100 elementary educators, and 18 of them agreed to participate in the study. This instrument was designed to elicit responses related to the teachers’ previous background in STEM, their beliefs about their ability to implement STEM, and their actual STEM implementation in the elementary classroom. The results revealed that participants were confident in their understanding of the engineering design process and problem-based learning. However, teachers were unwilling to apply the engineering design process in the classroom. From this research, the researchers concluded that higher levels of training in STEM education may influence how teachers perceive their ability to implement STEM in the classroom. Further research should focus on exploring how STEM training affects teachers’ self-efficacy in STEM implementation.

Anahtar Kelimeler

Elementary STEM Education, STEM, Teacher Education, Teacher Self-Efficacy

Kaynakça

  • Akaygun, S., & Aslan-Tutak, F. (2016). STEM images revealing stem conceptions of preservice chemistry and mathematics teachers. International Journal of Education in Mathematics Science and Technology, 4 (1), 56-71.
  • An, S., & Cardona-Maguigad, A. (2019). Common core: Higher expectations, flat results. National Public Radio. https://www.npr.org/local/309/2019/12/03/784224482/common-core-higher-expectations-flatresults#:~:text=Several%20states%20that%20adopted%20Common,scores%20remain%20flat%20as%20well.&text=Many%20teachers%20say%20students%20are,reflected%20on%20standardized%20test%20scores.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2013). Not girly, not sexy, not glamorous: Primary school girls 'and parents' constructions of science aspirations. Pedagogy, Culture & Society, 21(1), 171-194. https://doi.org/10.1080/14681366.2012.748676.
  • Ashton, P.T., & Webb, R.B. (1986). Making a difference: teachers' sense of efficacy and student achievement. Longman.
  • Autenrieth, R. L., Lewis, C. W., & Butler-Purry, K. L. (2017). Long-term impact of the E3 summer teacher program. Journal of STEM Education: Innovations and Research, 18(1).
  • Bandura, A. (1997). Self-efficacy: the exercise of control. W. H. Freeman.
  • Berry, R., Reed, P., Ritz, J., Lin, C., Hsiung, S., & Frazier, W. (2004). STEM initiatives: Stimulating students to improve science and mathematics achievement. The Technology Teacher, 64(4), 23–29.
  • Boice, K. L., Jackson, J. R., Alemdar, M., Rao, A. E., Grossman, S., & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3), 105. https://doi.org/10.3390/educsci11030105.
  • Brusic, S. A., & Shearer, K. L. (2014). The ABCs of 21st century skills. Children's Technology & Engineering, 18(4), 6-10. https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1157&context=stemps_fac_pubs.
  • Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı [Data Analysis for Social Science], (21. Edition), Pegem Academy, Ankara, Türkiye.
  • Catalano, A., & Asselta, L., & Durkin, A. (2019). Exploring the relationship between science content knowledge and science teaching self-efficacy among elementary teachers. IAFOR Journal of Education. 7(1). 57-70. https://files.eric.ed.gov/fulltext/EJ1217961.pdf.
  • Capobianco, B.M. & Rupp, M. (2014). STEM Teachers' Planned and Enacted Attempts at Implementing Engineering Design-Based Instruction. School Science and Mathematics. 114(6), 258-270. https://doi.org/10.1111/ssm.12078.
  • Capobianco, B. M., Radloff, J., & Clingerman, J. (2022). Facilitating preservice elementary science teachers' shift from learner to teacher of engineering design-based science teaching. International Journal of Science and Mathematics Education, 1-21. https://doi.org/10.1007/s10763-021-10193-y.
  • Christian, K. B., Kelly, A. M., & Bugallo, M. F. (2021). NGSS-based teacher professional development to implement engineering practices in STEM instruction. International Journal of STEM Education, 8, 1-18. https://doi.org/10.1186/s40594-021-00284-1.
  • Claymier, B. (2014). Teaching 21st century skills through an integrated STEM approach. Children's Technology and Engineering, 18(4), 5. https://www.iteea.org/Publications/Journals/ESCJournal/CTEMay2014.aspx.
  • Cunningham, P. R., Mott, M. S., & Hunt, A. B. (2018). Facilitating an elementary engineering design process module. School Science and Mathematics, 118(1-2), 53-60. https://doi.org/10.1111/ssm.12259.
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  • Lamb, R., Akmal, T., & Petrie, K. (2015). Development of a cognition-priming model describing learning in a STEM classroom. Journal of Research in Science Teaching, 52(3), 410-437. https://doi.org/10.1002/tea.21200.
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Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
BölümAraştırma Makaleleri
Yazarlar

Caroline Buechel Prestonwood Elementary School 0009-0006-2624-9762 United States

Michael K. Daugherty University of Arkansas 0000-0002-1528-3117 United States

Vinson Carter University of Arkansas 0009-0002-0742-9179 United States

Emine Sahin Topalcengiz University of Arkansas 0000-0002-2916-6886 United States

Yayımlanma Tarihi31 Temmuz 2024
Kabul Tarihi27 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 13 Sayı: 3

Kaynak Göster

APABuechel, C., Daugherty, M. K., Carter, V., Sahin Topalcengiz, E. (2024). Elementary teachers’ self-efficacy and its role in STEM implementation. Turkish Journal of Education, 13(3), 217-238. https://doi.org/10.19128/turje.1267839

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