Abstract
Eğitim programlarının
bütünleştirilmesi fikri, eğitimcilerin gerçek hayat ile ilgili problemlerinin
ayrı ayrı disiplinlere bölünemeyeceğini fark etmeleriyle ortaya çıkmıştır.
Dewey’in (1931) disiplinlerin ayrık olmaması gerektiğini bilakis gerçek dünya
uygulamalarıyla hayata geçirilmesini savunduğu The Way out of Educational Confusion adlı kitabı 1950’li yıllar
boyunca sınıflarda bütünleşik programların uygulanmasının önünü açmıştır.
Dewey’in laboratuvar okulları ile başlattığı reform ve felsefesinden STEM
eğitimi de etkilenmiştir. Programların bütünleştirilmesi, amaçlı bir şekilde
farklı konu alanlarından gelen bilgi, beceri ve değerlerin daha anlamlı bir
şekilde bir kavram olarak öğretilmesi yaklaşımı ya da öğretme stratejisidir.
STEM disiplinlerinin bütünleştirilmesi de bir çeşit öğretim programlarının
bütünleşmesidir. Bu nedenle programların bütünleştirilmesine ilişkin
yaklaşımların STEM uygulayıcıları tarafından bilinmesi, STEM disiplinlerinin
bütünleştirilmesine ilişkin modellerin anlaşılması açısından oldukça önemli
olacaktır. Bu çalışmanın amacı, programların bütünleştirilmesine yönelik alan
yazın incelemelerinden hareketle teorik düzeyde bütünleşik STEM eğitim
modellerini ortaya koymaktır.
References
- Kaynakça
- Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
- Bryan, L. A., Moore, T.J., Johnson, C. C., & Roehrig, G.H (2016). Integrated STEM education. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM Road Map: A Framework for Integrated STEM Education. New York: Routledge.
- Brunsell, E., (2012). Integrating engineering and science in your classroom. NSTA press.
- Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD.
- Dugger, W. E. (2010, December). Evolution of STEM in the United States. Paper presented at the 6th Biennial International Conference on Technology Education Research, Gold Coast, Queensland, Australia. [Available online at: http://www.iteaconnect.org/Resources/PressRoom/AustraliaPaper.pdf] Retrieved on December, 15, 2017.
- English, L. D (2016). STEM education K-12: Perspectives on integration. English International Journal of STEM Education 3 (3). DOI 10.1186/s40594-016-0036-1
- Fogarty, R. (1991). Ten ways to integrate curriculum. Educational leadership, 49(2), 61-65.
- Goodchild, L. (2012). G. Stanley Hall and an American social Darwinist pedagogy: His progressive educational ideas on gender and race. History of Education Quarterly, 52(1), 62–98. doi:10.1111/j.1748-5959.2011.00373
- Guzey, S.S., Tank, K., Wang, H., Roehrig, G., & Moore, T. (2014). A High-quality professional development for teachers of grades 3–6 for implementing engineering into classrooms. School Science and Mathematics, 114 (3), 139-149.
- Gürkan, T. ve Gökçe, E. (1999). Eğitim programlarını bütünleştirmenin on yolu. (Educational Leadership , Robin Fogarty’den özet çeviri). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 32 1-2), 29-39.
- Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
- Lederman, N. G., & Niess, M. L. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science and Mathematics, 97(2), 57–58.
- Morrison, J. (2006). TIES STEM education monograph series, Attributes of STEM education. Baltimore, MD: TIES
- Moore, T.J., Stohlmann, M.S., Wang, H.H., Tank, K.M., Glancy, A.W., & Roehrig, G.H. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in precollege settings: Research into practice (pp. 35–60). West Lafayette, IN: Purdue Press.
- Moore, T. J., Johnson, C. C., Peters-Burton, E. E., & Guzey, S. S. (2016). The need for a STEM road map. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM Road Map: A Framework for Integrated STEM Education. New York: Routledge.
- National Research Council. (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
- NGSS Lead States. (2013a). Next generation science standards: For states by states. Washington, DC: The National Academies Press.
- NGSS Lead States. (2013b). Next generation science standards: For states by states (Vol:2 Appendixes). Washington, DC: The National Academies Press.
- Ring, E. A. (2017). Teacher conceptions of ıntegrated stem education and how they are reflected integrated stem curriculum writing and classroom implementation. Unpublished doctoral dissertation, Minnesota University. Sanders, M.E. & Wells, J.G. (2010). Virginia Tech, Integrative STEM Education Graduate Program. [Available online at: http://web.archive.org/web/20100924150636/http:/www. soe.vt.edu/istemed]. Retrieved on December, 15, 2017.
- Sublette, H. (2013). An effective model of developing teacher leaders in STEM education. Unpublished doctoral dissertation, Pepperdine University.
- Wang, H. 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), 2.
- Wang, H. (2012). A new era of science education: Science teachers' perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration. Unpublished doctoral dissertation, Minnesota University.
- Yıldırım, B. (2018). Teoriden pratiğe STEM eğitimi. İstanbul. Nobel Bilimsel Eserler.
Abstract
The idea of curriculum integration is derived from educators’ awareness
that real world problems are not separated into isolate disciplines.
Furthermore, Dewey (1931) argued that disciplines should not be separate, but
rather bring to life problems through real-world application in his book titled
The Way Out of Educational Confusion
which paved the way for integrating curriculum in classrooms through the 1950s.
STEM education has also affected by Dewey’s laboratory school reform and
philosophies. The integration of programs is the approach or teaching strategy
of teaching knowledge, skills and values from different subject areas more in a
more meaningfully way as a concept. STEM integration in the classroom is also a
type of curriculum integration. For this reason, it is very important for STEM
practitioners to know the approaches for the integration of programs in terms
of understanding models related to the integration of STEM disciplines. The aim
of the study is to explore integrated STEM models at theoretical level based on
the literature examination about integrated program approaches.
References
- Kaynakça
- Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
- Bryan, L. A., Moore, T.J., Johnson, C. C., & Roehrig, G.H (2016). Integrated STEM education. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM Road Map: A Framework for Integrated STEM Education. New York: Routledge.
- Brunsell, E., (2012). Integrating engineering and science in your classroom. NSTA press.
- Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD.
- Dugger, W. E. (2010, December). Evolution of STEM in the United States. Paper presented at the 6th Biennial International Conference on Technology Education Research, Gold Coast, Queensland, Australia. [Available online at: http://www.iteaconnect.org/Resources/PressRoom/AustraliaPaper.pdf] Retrieved on December, 15, 2017.
- English, L. D (2016). STEM education K-12: Perspectives on integration. English International Journal of STEM Education 3 (3). DOI 10.1186/s40594-016-0036-1
- Fogarty, R. (1991). Ten ways to integrate curriculum. Educational leadership, 49(2), 61-65.
- Goodchild, L. (2012). G. Stanley Hall and an American social Darwinist pedagogy: His progressive educational ideas on gender and race. History of Education Quarterly, 52(1), 62–98. doi:10.1111/j.1748-5959.2011.00373
- Guzey, S.S., Tank, K., Wang, H., Roehrig, G., & Moore, T. (2014). A High-quality professional development for teachers of grades 3–6 for implementing engineering into classrooms. School Science and Mathematics, 114 (3), 139-149.
- Gürkan, T. ve Gökçe, E. (1999). Eğitim programlarını bütünleştirmenin on yolu. (Educational Leadership , Robin Fogarty’den özet çeviri). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 32 1-2), 29-39.
- Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
- Lederman, N. G., & Niess, M. L. (1997). Integrated, interdisciplinary, or thematic instruction? Is this a question or is it questionable semantics? School Science and Mathematics, 97(2), 57–58.
- Morrison, J. (2006). TIES STEM education monograph series, Attributes of STEM education. Baltimore, MD: TIES
- Moore, T.J., Stohlmann, M.S., Wang, H.H., Tank, K.M., Glancy, A.W., & Roehrig, G.H. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in precollege settings: Research into practice (pp. 35–60). West Lafayette, IN: Purdue Press.
- Moore, T. J., Johnson, C. C., Peters-Burton, E. E., & Guzey, S. S. (2016). The need for a STEM road map. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM Road Map: A Framework for Integrated STEM Education. New York: Routledge.
- National Research Council. (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
- NGSS Lead States. (2013a). Next generation science standards: For states by states. Washington, DC: The National Academies Press.
- NGSS Lead States. (2013b). Next generation science standards: For states by states (Vol:2 Appendixes). Washington, DC: The National Academies Press.
- Ring, E. A. (2017). Teacher conceptions of ıntegrated stem education and how they are reflected integrated stem curriculum writing and classroom implementation. Unpublished doctoral dissertation, Minnesota University. Sanders, M.E. & Wells, J.G. (2010). Virginia Tech, Integrative STEM Education Graduate Program. [Available online at: http://web.archive.org/web/20100924150636/http:/www. soe.vt.edu/istemed]. Retrieved on December, 15, 2017.
- Sublette, H. (2013). An effective model of developing teacher leaders in STEM education. Unpublished doctoral dissertation, Pepperdine University.
- Wang, H. 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), 2.
- Wang, H. (2012). A new era of science education: Science teachers' perceptions and classroom practices of science, technology, engineering, and mathematics (STEM) integration. Unpublished doctoral dissertation, Minnesota University.
- Yıldırım, B. (2018). Teoriden pratiğe STEM eğitimi. İstanbul. Nobel Bilimsel Eserler.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | January 3, 2019 |
| Submission Date | June 12, 2018 |
| Acceptance Date | July 3, 2018 |
| Published in Issue | Year 2019 Volume: 45 Issue: 45 |
