ETNOSTEAM ETKİNLİKLERİNİN PROBLEM ÇÖZME VE KÜLTÜREL FARKINDALIĞA ETKİSİ: EFFECT OF ETNOSTEAM ACTIVITIES ON PROBLEM SOLVING AND CULTURAL AWARENESS

Yeşim YANARDAĞ; Betül ÖZDEMİR; Leyla KULE

doi:10.5281/zenodo.14965230

Authors

Yeşim YANARDAĞ Ministry of Education https://orcid.org/0000-0002-5333-8270
Betül ÖZDEMİR Ministry of Education https://orcid.org/0009-0008-4906-6322
Leyla KULE Ministry of Education https://orcid.org/0000-0002-2222-9186

DOI:

https://doi.org/10.5281/zenodo.14965230

Keywords:

EthnoSTEAM, Problem Solving, Cultural Awareness

Abstract

This study examined the effects of EtnoSTEAM activities on participants’ problem-solving skills and cultural awareness. All data related to the study were obtained from the project titled “Let’s Get to Know EtnoSTEAM and Carry It: Republic” within the scope of the 17th year of the TUBITAK 4004 Nature Education and Science Schools Support Program. The method used in the research is the convergent parallel mixed design, which belongs to the mixed method where qualitative and quantitative methods can be applied together. A purposeful sample was determined by considering certain criteria in the selection of participants and 28 middle school students were selected according to these criteria. The cultural awareness scale and problem-solving skill scale were applied to the participants as a pre-test before the activity. Later, fourteen different EtnoSTEAM activities integrating history and culture as well as STEM disciplines were carried out by the participants themselves, accompanied by field experts. After the activities, solutions, products, self-assessment forms for each activity, product checklist, participant engineering notebooks and researcher diaries were collected separately. After all activities were completed, an evaluation was made with a semi-structured interview form prepared by experts, and then cultural awareness and problem solving scales were applied as a post-test. The data obtained at the end of the research were analyzed separately as qualitative and quantitative data, and then the findings were combined again. After all the findings were analyzed, it was determined that the quantitative data differed in favor of the post-test, that is, both the cultural awareness of the participants increased and their problem solving skills improved. In addition, the effect of EtnoSTEAM activities on cultural awareness and problem solving skills was revealed with the qualitative data. It was seen that the participants were able to recognize the cultures of other regions as well as their own regions, and the effect of the activities on problem solving skills was detailed.

References

Acar, O. ve Kurt, M. (2020). STEM etkinliklerinin ortaokul 6. sınıf öğrencilerinin problem çözme becerilerine etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 45-60.

Altun, M. (1995). İlkokul 3., 4. ve 5. sınıf öğrencilerinin problem çözme davranışları üzerine bir çalışma [Doktora Tezi]. Hacettepe Üniversitesi.

Altun M., Bozkurt I. (2017). Matematik okuryazarlığı problemleri için yeni bir sınıflama önerisi. Eğitim ve Bilim, 42(190), 171-188.

Baker, D., & Taylor, P. C. S. (1995). The effect of culture on the learning of science in non-western cultures: The results of integrated research review. International Journal of Science Education, 17, 695- 704.

Baykul, Y. (1996). İlköğretimde matematik öğretimi. Pegem.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4. Baskı). Sage.

Creswell, J. W. and Plano-Clark, V. L. (2018). Karma yöntem araştırmaları tasarımı ve yürütülmesi (Y. Dede ve S. B. Demir, Çeviri). Anı.

Çetinkaya, M. (2020). STEM uygulamalarının ortaokul öğrencilerinin problem çözme becerilerine yönelik algılarına etkisi. International Journal of Educational Research Review, 5(3), 223-235.

Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). FeTeMM eğitimi ve alan öğretmeni eğitimine yansımaları. Eğitim ve Bilim, 1(39),171, 74-85.

Erden, M. (1984). İlkokulların birinci devresine devam eden öğrencilerin dört işleme dayalı problemleri çözerken gösterdikleri davranışlar [Doktora tezi). Hacettepe Üniversitesi.

Jakarta, S. H. (2023). Etnopedagogı Pada Kegıatan Ekonomı Masyarakat Cıptagela. Program Studı Tadrıs Ilmu Pengetahuan Sosıal Fakultas Ilmu Tarbıyah Dan Keguruan Unıversıtas Islam Negerı (Uın).

Jonassen, D. H. (2002). Integrating of Problem Solving into Instructional Design. Yayımlandığı kitap Reiser R. A. ve Dempsey J. V. (Editörler). Trends and Issues In Instructional Design and Technology (107-120). Prentice Hall.

Kırıkçılar, R. G. (2023). Matematik merkezli EtnoSTEAM ders planlarının geliştirme ve uygulama süreçlerinin incelenmesi. [Doktora Tezi]. Marmara Üniversitesi.

Koşar, H. (2022). EtnoSTEM Yaklaşımının 7.sınıf öğrencilerinin kültürel farkındalıklarına, 21.yüzyıl becerilerine ve fen ve teknolojiye yönelik tutumlarına etkisinin incelenmesi [Yüksek lisans tezi]. Karamanoğlu Mehmetbey Üniversitesi.

MEB. (2018a). Ortaöğretim programları. MEB. https://mufredat.meb.gov.tr/Programlar.aspx

Polya, G. (1957). How to solve It. New Jersey: Princeton University.

Sezgin, E. (2011). Problem çözme becerisi ölçeğinin geliştirilmesi [Yüksek lisans tezi]. Ankara Üniversitesi.

Sudarmin, Sumarni, W., Endang, P., & Susilogati, S. (2019). Implementing the model of project-based learning: integrated with ETHNO-STEM to develop students’ entrepreneurial characters. Journal of Physics: Conference Series.

Tertemiz, N. (1994). İlkokulda aritmetik problemleri çözmede etkili görülen bazı faktörler. [Doktora Tezi]. Hacettepe Üniversitesi.

Toraman, S. (2021). Karma yöntemler araştırması: Kısa tarihi, tanımı, bakış açıları ve temel kavramlar. Nitel Sosyal Bilimler, 3(1), 1-29.

Yıldırım, C. (2000). Matematiksel düşünme. Remzi Kitabevi.

Yıldız, E. ve Yılmaz, D. (2021). Matematik öğretmeni eğitiminde STEM-Matematiksel modelleme temelli bir yaklaşım. Bartın Üniversitesi Eğitim Araştırmaları Dergisi, 5(2), 112-130.

Zaslavsky, C. (2002). Exploring world cultures in math class. Educational Leadership, 60(2), 66-69.

EFFECT OF ETNOSTEAM ACTIVITIES ON PROBLEM SOLVING AND CULTURAL AWARENESS