Development of effective STEM education materials.

Tomaç, Cemre
The aim of this study is to develop STEM Project-Based Learning (STEM PBL) activities for 9th grade level by using ASSURE Model. During the literature research, it was found that there was no systematic material development process in the development of existing STEM PBL activities. To fill this gap in the literature, firstly, the characteristics of STEM activities were determined and ASSURE Model was revised to form these characteristics. Subsequently, with this model, 3 STEM PBL activities were developed. In the literature, it is seen that some steps of the methods of implementing STEM activities in a class are missing. To fill this gap, 10-step STEM PBL activity implementation model was developed by integrating some steps from other models. Research and Development (R & D) method was used in the study. With the iteration process, one of the cornerstones of the R & D method, the second activity was revised with the findings obtained with the implementation of the first activity. Afterwards, with the findings obtained with the implementation of the revised second activity, the third activity was revised. During each activity, one physics teacher and 6 students consisting of 2 low, 2 medium and 2 high achievement level were included. The data collection instruments in the study are semi-structured group interviews with students, semistructured interviews with teacher, and observations made by the researcher in the classroom. Consequently, 3 STEM PBL activities were developed without any problem at the end of the 3 iterations. Lastly, related implications have been proposed.


Development of stem activities for high school physics classes
Kartal, Nurgün; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2021-1-06)
The purpose of this study is to develop STEM Engineering Design Process (STEM-EDP) activities for 10th and above grade levels by using an ADDIE instructional design model.When the literature wasreviewed in detail, it was very rareSTEM-EDPactivities which are developed based on systematic models. Therefore, the characteristics of STEM activities were formed bythe basis of ADDIE model. Also, for the implementation processes of the STEM activities, 7-step EDP modelwas used. As a r...
Integrating STEM Education: Perceived barriers and facilitators
Taşcı, Duygu; Öztekin, Ceren (null; 2017-05-21)
The purpose of this research is to uncover obstacles science teachers face regarding integrating STEM in their science course. Data were mainly gathered from 4 experienced science teachers through in depth interviews. They were also requested to draw a picture of their visualization of STEM and they were asked explain their drawings, data were then analyzed by categorizing barriers avoiding STEM integration. Three categories were emerged as teacher-oriented barriers, students-oriented barriers and situation...
Development and validation of nature of science instrument for elementary school students
HACIEMİNOĞLU, ESME; Yılmaz Tüzün, Özgül; ERTEPINAR, HAMİDE (2014-05-01)
The purposes of this study were to develop and validate an instrument for assessing elementary students’ nature of science (NOS) views and to explain the elementary school students’ NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis factor structures and confirmatory factor analysis fit indices confirmed the existence of the hypothesised four dimensions in the structure of the nature of science i...
Approach-Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction
PEŞMAN, HAKİ; Özdemir, Ömer Faruk (2012-01-01)
The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2 x 2 factorial design was performed with four treatment groups, including 131 11th-...
Opportunities to engage in STEM practices: Technology and design course
Ubuz, Behiye (null; 2019-12-03)
Technology and design courses hold a potential to contribute to the STEM agenda. In this study I seek to explore the nature of STEM education across the courses, particularly examining 7 th grade intended curriculum in Turkey in terms of engineering design process and knowledge base. By extensive examination and coding of learning outcomes together with explanation provided under each one I identified instances of engineering design process and knowledge by learning areas. 52 learning outcomes (27 with emph...
Citation Formats
C. Tomaç, “Development of effective STEM education materials.,” Thesis (M.S.) -- Graduate School of Natural and Applied Sciences. Mathematics and Science Education., Middle East Technical University, 2019.