Okul öncesi eğitim kurumuna devam eden 5 yaş grubu çocuklara uygulanan STEM eğitim programının ekolojik ayak izi farkındalığına etkisi
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Tarih
2021
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Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı; okul öncesi dönem çocuklarda ekolojik ayak izi farkındalığı kazanmada STEM eğitiminin etkililiğini ortaya koymaktır. Araştırmanın çalışma grubu seçkisiz olmayan örnekleme yöntemlerinden uygunluk ölçütüne göre yanlı atanmıştır. Çalışma araştırmacının çalıştığı Konya İli kırsalında bulunan bir ilkokula bağlı anasınıfında öğrenim gören 23 çocuktan oluşmaktadır. Çocukların aldıkları STEM eğitiminin etkililiğini ortaya koymak amacıyla nicel veriler toplanmış ve araştırma yarı deneysel desende yapılandırılmıştır. Araştırma verilerini toplamak için Cevher-Kalburan ve Güngör (2018) tarafından geliştirilen 60-72 Aylık Çocuklar için Ekolojik Ayak izi Farkındalık Ölçeği (EKAY-Ö) kullanılmıştır. Verilerin analizi yapılırken, değişkenler normal dağılım varsayımını karşılanmadığından deney grubu ve kontrol grubu verileri ikili grup karşılaştırmaları için Mann-Whitney U-Testi, grup içi ön test-son test verileri için Wılcoxon işaretli sıralar testi kullanılmıştır. Araştırmadan elde edilen verilerde deney grubunun ön test/ son test sonuçlarına göre çocukların ekolojik ayak izi farkındalık düzeyleri STEM eğitiminden sonra deney grubu lehinde anlamlı düzeyde farklılık göstermiştir. Deney grubu çocukların EKAY-Ö puanları cinsiyet değişkenine göre farklılık göstermemektedir. Kontrol grubunda STEM eğitim programı almayan, kendi sınıf içi etkilik planları uygulanan çocuklarda ise ön test/son test EKAY-Ö puanlarında anlamlı bir artış tespit edilmemiştir. Bu çalışma sonucunda ekolojik ayak izi farkındalığı kazanmada okul öncesi dönem çocuklarına uygulanan STEM eğitim programının etkili olduğu ortaya çıkmıştır. 21. yüz yıl çocuklarının erken yaşta doğaya karşı duyarlı, koruyucu ve doğa sorunlarına çözüm arayan becerilerinin gelişmesi disiplinler arası çağdaş bir eğitim yaklaşımı olan STEM ile sağlanabilir. Çocukların bu dönemde problem çözme, yaratıcılık, eleştirel düşünme, girişimcilik gibi bir dünya vatandaşının sahip olması gereken becerileri edinebilmesi için gelişime uygun programlar geliştirilmeli ve okul öncesi öğretmenleri tarafından eğitim programlarına dahil edilmelidir.
This study aimed to investigate the effectiveness of STEM education in gaining ecological footprint awareness in preschool children. The study group of the research was assigned according to the convenience measure, which is one of the non-random sampling methods. The study consists of 23 children attending a kindergarten attached to a primary school in Konya, where the researcher Works. Quantitative data were collected in order to investigate the effectiveness of the STEM education that children received, and thus the study was structured in a quasi-experimental design. The data were collected through Ecological Footprint Awareness Scale for 60-72 Months Children (EKAY-Ö), which was developed by Cevher-Kalburan and Güngör (2018). Since the assumption of normal distribution of the variables was not met in the study, the nonparametric data were analyzed through Mann-Whitney U-Test to compare the scores of the experimental and control group and the Wilcoxon signed-rank test for within group differences between the pre-test and post-test scores. In the study, it was found out that the ecological footprint awareness levels of the children showed a significant difference in favour of the experimental group after the STEM education. The EKAY-Ö scores of the experimental group did not reveal a significant difference in terms of gender. On the other hand, in the control group, no significant increase was found between the pre-test and post-test EKAY-Ö scores of the children, who did not receive the STEM education program and who were instructed based on their usual in-class activity plans. As a result of this study, it was concluded that the STEM education program applied to preschool children in the experimental group was effective in gaining ecological footprint awareness. Therefore, the development of the skills of 21st-century children who are sensitive to nature, protective and seeking solutions to nature problems at an early age can be achieved with STEM, which is an interdisciplinary and contemporary education approach. For children to acquire skills that are necessary for being a global citizen such as problem-solving, creativity, critical thinking and entrepreneurship, suitable programs should be developed and integrated into the curriculum by preschool teachers.
This study aimed to investigate the effectiveness of STEM education in gaining ecological footprint awareness in preschool children. The study group of the research was assigned according to the convenience measure, which is one of the non-random sampling methods. The study consists of 23 children attending a kindergarten attached to a primary school in Konya, where the researcher Works. Quantitative data were collected in order to investigate the effectiveness of the STEM education that children received, and thus the study was structured in a quasi-experimental design. The data were collected through Ecological Footprint Awareness Scale for 60-72 Months Children (EKAY-Ö), which was developed by Cevher-Kalburan and Güngör (2018). Since the assumption of normal distribution of the variables was not met in the study, the nonparametric data were analyzed through Mann-Whitney U-Test to compare the scores of the experimental and control group and the Wilcoxon signed-rank test for within group differences between the pre-test and post-test scores. In the study, it was found out that the ecological footprint awareness levels of the children showed a significant difference in favour of the experimental group after the STEM education. The EKAY-Ö scores of the experimental group did not reveal a significant difference in terms of gender. On the other hand, in the control group, no significant increase was found between the pre-test and post-test EKAY-Ö scores of the children, who did not receive the STEM education program and who were instructed based on their usual in-class activity plans. As a result of this study, it was concluded that the STEM education program applied to preschool children in the experimental group was effective in gaining ecological footprint awareness. Therefore, the development of the skills of 21st-century children who are sensitive to nature, protective and seeking solutions to nature problems at an early age can be achieved with STEM, which is an interdisciplinary and contemporary education approach. For children to acquire skills that are necessary for being a global citizen such as problem-solving, creativity, critical thinking and entrepreneurship, suitable programs should be developed and integrated into the curriculum by preschool teachers.
Açıklama
Anahtar Kelimeler
Okul Öncesi Dönem, STEM, Okul Öncesinde Çevre Eğitimi, Ekolojik Ayak İzi, Sürdürülebilirlik, Deneysel Desen, Nicel Araştırma, E-STEM, Preschool Child, Preschool Environmental Education, Ecological Footprint, Sustainability, Experimental Design, Quantitative Research
