The Effect of Engineering Design-Based Science Teaching on the Perceptions of Classroom Teacher Candidates towards STEM Disciplines

Autor/inn/en	Ayaz, Elçin; Sarikaya, Rabia
Titel	The Effect of Engineering Design-Based Science Teaching on the Perceptions of Classroom Teacher Candidates towards STEM Disciplines
Quelle	In: International Journal of Progressive Education, 15 (2019) 3, S.13-27 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Engineering Education; Science Instruction; STEM Education; Preservice Teachers; Student Attitudes; Pretests Posttests; Design; Teaching Methods; Elementary School Teachers; Semantic Differential; Science Careers; Attitude Change; Foreign Countries; Laboratory Procedures; Measures (Individuals); Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Ausland; Laboruntersuchung; Messdaten
Abstract	The aim of this study is to reveal the effect of the engineering design-based teaching process in primary school science course of classroom teacher canditates perceptions about the disciplines of STEM (Science, Technology, Engineering and Mathematic). The study, pre-posttest single-group experimental design was used. The study group consisted of 28 classroom teacher candidates studying of university in Ankara. The data collected by the "STEM Semantic Difference Scale" were used for normal and dependent groups t-test. Eventually, it was found that the engineering design-based teaching process had a positive and significant increase in the perceptions of the prospective teachers about science, engineering and career disciplines (p <0,05). Although there was a positive increase in the perception of mathematics and technology discipline, this increase was not statistically significant (p> 0.05). It was also observed that positive and meaningful changes (p <0.05) were observed in the perceptions of general STEM disciplines. (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01