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    Concepts of creativity in design based learning in STEM education
    (Springer, 2021) Altan, Esra Bozkurt; Tan, Sema
    Creativity is deemed as an integral part of twentyfirst century skills and is emphasized in science education curricula in Turkey as well as in other countries. Therefore, the purposes of this research were to examine the concepts of creativity demonstrated in the developing possible solutions step of the DBL and to determine the students' perceptions of this step. Data were collected from 13 female and 11 male middle school students participated in three different design based learning activities. Analyses of the data derived from students' writings and drawings, semi-structured interviews, and researchers' field notes were carried out using two separate methods. Descriptive analysis was used to quantitatively analyze students' writings and examine the fluency, flexibility, originality, and elaboration concepts of creativity while content analysis was used to qualitatively analyze the semi-structured interviews and researchers' field notes to corroborate the results of the descriptive analysis. Findings indicated that students demonstrated the highest frequency in fluency concept of creativity while the lowest frequency in originality. Also, the results of the content analysis revealed that the creativity of the students' ideas were influenced by several reasons including the exposure to other students' ideas, the degree of the familiarity with the design based learning process, and the fact that students had to make a working prototype of their ideas. Educators and future researchers might benefit from the findings of this study while using DBL to develop creativity as well as the suggested creativity assessment technique to determine students' strengths and weaknesses in this process.
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    Examining the Development of Pre-Service Science Teachers' STEM-Focused Lesson Planning Skills
    (Ani Yayincilik, 2019) Altan, Esra Bozkurt; Ucuncuoglu, Irem
    Purpose: In the 21st century, the importance of the fields of science, mathematics, technology, and engineering, and the need of the skilled individuals have paved a way for a great responsibility on teachers providing instruction in these four fields. Therefore, in this context, it is essential that teachers need to receive education for the cultivation of STEM skills in schools. The present study, it is aimed investigate the development of the STEM-focused lesson planning skills of pre-service science teachers who participated in STEM-focused laboratory activities. Research Methods: This research was designed as a single case study. The participants in this research study were seven pre-service science teachers. Data were collected through the lesson plans developed by the pre-service science teachers and analyzed using descriptive analysis. Findings: The results showed that STEM-focused laboratory activities contributed to the development of pre-service science teachers' skills about planning a STEM-focused lesson. (C) 2019 Ani Publishing Ltd. All rights reserved
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    Fen Bilgisi Öğretmen Adaylarının Mühendislik Tasarımlarının Yaratıcılık ve Karar Verme Unsurları Bakımından İncelenmesi
    (2022) Altan, Esra Bozkurt; Tan, Sema
    Bu çalışmada fen bilgisi öğretmen adayları ile yürütülen mühendislik tasarım temelli bir etkinlikte öğretmen adaylarının geliştirdikleri çözümlerin yaratıcılık ve karar verme unsurları bakımından incelenmesi amaçlanmıştır. Durum çalışması olan bu araştırmanın çalışma grubunu 30 fen bilimleri öğretmen adayı oluşturmaktadır. Öğretmen adaylarının mühendislik tasarım problemlerine yönelik çözümlerini içeren çizim ve açıklamaları betimsel analiz ile çözümlenmiştir. Öğretmen adaylarının çözüm önerileri yaratıcılık unsurları (akıcılık, esneklik, orijinallik, detaylandırma) bakımından incelenmiştir. Grup çalışması ile yürütülen süreçte grupların biri dışında hiçbirinin orijinal bir çözüm ortaya koyamadığı tespit edilmiştir. Grupların kendi içlerinde geliştirdikleri çözümlerin farklılaşmasının (esnekliğinin) tüm çözüm sayılarına (akıcılık) oranı incelendiğinde iki grup hariç diğer grupların çözümlerinin en az yarısı ya da daha fazlasının aynı fikirler etrafında şekillendiği (esnek çözümler olmadığı) ve yeni fikirlerle çözüm üretilemediği belirlenmiştir. Ancak bir grup hariç diğer tüm grupların çözümlerin en az yarısını ya da daha fazlasını detaylandırabildiği tespit edilmiştir. Öğretmen adaylarının en uygun olarak belirledikleri çözümler incelendiğinde ise yalnızca bir grubun tüm kriter ve kısıtlamalara uygun bir çözüme karar verdikleri belirlenmiştir.
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    FeTeMM Eğitim Yaklaşımının Öğretmen Eğitiminde Uygulanmasına Yönelik Bir Öneri: Tasarım Temelli Fen Eğitimi
    (2016) Altan, Esra Bozkurt; Yamak, Havva; Kirikkaya, Esma Buluş
    Bu araştırmada FeTeMM eğitim yaklaşımını fen sınıflarına yansıtabilmek amacıyla önerilen Tasarım Temelli Fen Eğitimi ile planlanan bir sürecin hizmet öncesi fen öğretmenlerinin eğitiminde uygulanması ve öğretmen adaylarının sürece yönelik değerlendirmelerinin tespit edilmesi amaçlanmaktadır. Durum çalışması desenindeki araştırmanın çalışma grubunu amaçlı örneklem seçme yöntemi ile belirlenen 6 fen bilimleri öğretmen adayı oluşturmaktadır. Tasarım temelli fen eğitimi uygulamalarının ortasında ve sonunda olmak üzere iki kez gerçekleştirilen yarı yapılandırılmış görüşmeler ile toplanan veriler, içerik analizi, betimsel analiz ve sürekli karşılaştırmalı analiz teknikleri bir arada kullanılarak analiz edilmiştir. Araştırmada öğretmen adaylarının mühendislik tasarım sürecinin en güçlü yönlerini yaparak öğrenmeyi sağlaması, büyük tasarım görevi hedefinin motive edici olması, kalıcı öğrenmeyi sağlaması ve sorgulamaya dayalı olması gibi özellikleriyle değerlendirdikleri tespit edilmiştir.
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    Integrating GIS into Science Classes to Handle STEM Education
    (2016) Ercan, Serhat; Altan, Esra Bozkurt; Taştan, Bekir; Dağ, İbrahim
    STEM stands for science, technology, engineering and mathematics and is an approach to educationthat aims to integrate these four separate disciplines. In theory, the idea of integration is clear, but inpractice in a school setting it proves to be problematic due to the current structure of the educationalcurricula. In the current structure of educational curricula, usually only mathematics and science coursesfrom STEM disciplines are included in school programmes and these courses are conducted in an isolatedmanner separate from other disciplines. This problem may be overcome by using interrelated applicationssuch as the Geographic Information Systems (GIS) to integrate mathematics and science courses withinSTEM disciplines. As an interdisciplinary technology, GIS serves as a pedagogical tool for use in STEMeducation. Using a qualitative research paradigm, the current study evaluated a sample of junior (thirdyear) science teacher candidates (N=34) in a STEM educational setting using GIS. The data was collectedfrom the written science texts of teacher candidates (e.g. the role of GIS in STEM teaching and scienceteaching; the implementation of STEM education in science classes) before and after the teachingintervention. At the end of the study, it was discovered that a four-week long teaching intervention had apositive effect on the science teacher candidates’ views of implementing STEM as well as improvingtheir views on and awareness of GIS.
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    Investigation of Problem Statement Developed by Science Teachers to Perform STEM Focused Activities in Their Courses
    (2018) Altan, Esra Bozkurt; Hacıoğlu, Yasemin
    In this study, 30 hours of training were given to 15 science teachers to realize STEM integration inscience courses and it was aimed to examine the problem statement developed by science teachers who haveSTEM education. The model of the research is a holistic case study. The study group of the research is composedof 15 science teachers. Problem statements (documents) that the teachers developed constitute the primary datasource of this research. Field notes were used as supporting data sources. Data analyzed by descriptive(documents, field notes) and content analysis (field notes) techniques. It has been determined that theengineering design problem, prepared by only one teacher, can be accepted in all elements, and that it is capableof integrating mathematics and technology disciplines and achieving learning outcome in science courses. It hasbeen found that none of the problem statements prepared by problem-based learning to perform STEM-focusedactivities in science courses are inappropriate for all elements.
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    Investigation Of The Middle School Students’ Evaluation On The Self-Contribution Of The Project Named “Preparing For Future: Looking For Solutions”
    (T.C. Milli Egitim Bakanligi, 2020) Öztürk, Nurhan; Altan, Esra Bozkurt; Tan, Sema
    The purpose of this research was to examine the middle school students’ opinions on an out-of-school learning environment. In this case study, the sample consisted of the participants of the Scientific and Technological Research Council of Turkey (TUBITAK) project named ‘Preparing for future: Looking for Solutions’. The participants were 50 sixth and seventh grade students with disadvantaged, normally developed, and gifted backgrounds. Thirty-five different activities were carried out by 23 different instructors from 8 different universities during the 8-day project. The data were collected via field notes and journals of students and were descriptively analyzed in four main categories named knowledge, skill, sense, and science, engineering, technology, society, and environment. As for the findings, the students claimed that the activities in the project helped them learn new information about science, mathematics, and engineering, and the activities contributed their science processing skills, life skills, and engineering and design skills. They furtherly claimed that they developed positive attitudes towards science, mathematics, technology, and engineering during the implementation of the activities and they were able to establish the relationships among science, engineering, and technology. It was also underlined by the students that involving in such project helped them increase their motivation for learning through product development and competitive feelings. Considering the students’ opinions, it might be stated that the use of product development activities in in-school and out-of-school learning environments will contribute positively to the development of the students’ knowledge and skills. We believed that the findings of this research will guide the future studies that will be carried out in the learning environments outside of the regular school environment. © 2020, Milli Egitim. All Rights Reserved.
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    NAKLİYE FİRMALARI İÇİN TAŞINMA PROBLEMİ: MÜHENDİSLİK TASARIM ODAKLI ETKİNLİK ÖRNEĞİ
    (2019) Altan, Esra Bozkurt; Üçüncüoğlu, İrem; Özek, Hüseyincan
    Bu çalışmada mühendislik tasarım sürecinin kullanıldığı örnek bir etkinliği ayrıntılı olarak sunmak amaçlanmaktadır. Etkinlik bir proje kapsamında okul dışı öğrenme ortamında 40 dakikalık 12 periyotta uygulanmıştır. Uygulamaya 6., 7., ve 8. sınıfa devam eden 24 öğrenci katılmıştır. Etkinlikte öğrencilere nakliye firmalarının yüksek binalarda apartmanın içindeki asansörleri kullanmadan nakliye işlemini yapmaları gerektiğine dair bir tasarım problemi sunulmuştur. Ardından öğrencilerden bir binanın dördüncü katına eşya taşımak için kullanılabilecek ve gerçek ölçülerin 1/20’si ölçeğinde bir tasarım gerçekleştirmeleri istenmiştir. Mühendislik tasarım süreci çerçevesinde planlanan etkinlikte öğrenciler Arduino programını kullanarak verilen problem durumuna yönelik çözüm geliştirmişlerdir. Etkinlikte teknoloji, mühendislik, fen ve matematik disiplinlerinin entegrasyonu sağlanmaya çalışılmıştır. Uygulama sürecinde öğrencilerin olası çözümlerin geliştirilmesi, en iyi çözümün seçilmesi ve prototip yapımı aşamalarında; birden çok çözüm geliştirmek, grup çalışması yapmak, çözümlerini prototipe aktarmak ve matematiksel model oluşturmak hususunda sorun yaşadıkları belirlenmiştir. Bu sorunların üstesinden nasıl gelindiği hususunda uygulayıcılara çözüm önerileri sunulmuştur. Öğrencilerin etkinlikle ilgili görüşleri makalede paylaşılmıştır.
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    Preparation of Out-of-School Learning Environment based on Science, Technology, Engineering, and Mathematics Education and Investigating its Effects#
    (International Council of Associations for Science Education (ICASE), 2019) Altan, Esra Bozkurt; Üçüncüoǧlu, Irem; Öztürk, Nurhan
    This research aimed at preparing an out-of-school Science, Technology, Engineering, and Mathematics (STEM) education program for secondary school students and investigating the effects of the program on students' interest in STEM fields. As part of this investigation, this study sought the students' awareness of a career in these fields as well as their comments on the process and the contribution of the process to the 21stcentury skills. The research was conducted with a mixed methods research design. The participants of the research consisted of 24 secondary school students. The data were collected through STEM career interest survey, STEM perception test, participants' STEM diary, observation, and field notes. The study's out-of-school STEM education program lasted 8 days. This study's findings include students had an increased awareness and perception of building a career in the fields of STEM. It was confirmed that students had fun during the activities, and during the entire process, they made positive comments. Implications from this research highlight how this type of activity may improve the 21stcentury skills of the students. © 2019 International Council of Associations for Science Education (ICASE).
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    Science, Art and Sports School at Sinop Children's University: Its Effects on Children's Perceptions
    (Mehmet Tekerek, 2015) Es, Huseyin; Geren, Nurhan Ozturk; Altan, Esra Bozkurt
    The purpose of the present study is to evaluate the children's perceptions about the Entertaining Science, Art and Sports School at Sinop Children's University, which is a project including various science, art and sports activities carried out at Children's University of Sinop University. All the processes of the study from data collection to data analysis were conducted through qualitative research paradigm. The data of the study were collected by means of poster and interview techniques. The study group consists of 50 students finishing 5th grade in 20122013 school year and participating in the above-mentioned project. During the project lasting for 5 days, 23 different science, art and sports activities were performed; yet, most of the activities were science activities. At the end of the fifth day, the students were asked to prepare a poster by reflecting on the experiences they had during the activities of the project and then the students were asked what they wanted to depict in their posters through semi-structured interviews. The study concluded that the students liked all the activities conducted during the project but they liked most the activities in which they actively participated.
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    Socio-scientific issues as a context for STEM education: A case study research with pre-service science teachers
    (Eurasian Society of Educational Research, 2018) Altan, Esra Bozkurt; Ozturk, Nurhan; Turkoglu, Ayse Yenilmez
    This study was designed as a case study. Participants were 12 senior pre-service science teachers (PSTs), who took theoretical and practical courses about STEM education and socio-scientific issues (SSIs) during their education at a state university. For the study, in the first 4 weeks, theoretical courses on SSIs and STEM education were carried out. Afterwards, PSTs were asked to choose a SSI and configure this issue as a problem statement to perform a STEM activity. Participants were given a total of 3 weeks to determine the issue and prepare the STEM activity, and the researchers of the study gave systematic feedback during this period. Then, starting from the fifth week of the study, groups started to implement their STEM activities in the class, where their peers were assigned as their students. The activity plans they prepare, the field notes taken by the researchers during the implementation of the activities and the semi-structured interviews about the opinions of the PSTs on the use of SSI in STEM education were the data sources of the study. Findings revealed that PSTs found establishing STEM problem situations over SSIs suitable since they provide features such as conformity to real life, having multiple criteria and providing compatibility with other disciplines. Moreover, after their practices, they pointed out that the activities enabled both the teaching of the SSI and the integrated teaching to be carried out. As a conclusion, it is recommended to use socio-scientific problem situations to perform STEM education. © 2018 Eurasian Society of Educational Research. All rights reserved.
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    STEM Education for Disadvantaged Students: Teacher and Student Experiences
    (2019) Altan, Esra Bozkurt; Köroğlu, Esra
    STEM education is based on interrelated and holistic teaching of the disciplines of science,technology, engineering and mathematics. It is important to ensure that STEM education doesnot address a certain category of society only but that it is also applied to disadvantagedsegments of society. The aim of the present study is to identify the opinions of socioeconomically disadvantaged students and their teachers about STEM education experience. Thestudy was planned according to the case study model. The participants of the research consistedof a teacher and 34 Grade-8 students studying in a regional boarding school (RBS) in a northernprovince of Turkey. In the study, a unit (Living Beings and Life) within the scope of 8th gradescience course was planned in accordance with STEM education. The data of the study werecollected through student diaries and the field notes taken by the teacher. The data obtainedfrom student diaries were subjected to content analysis, and the field notes were analysed withdescriptive analysis. It was determined that the RBS students evaluated STEM-focusedactivities and the related applications in terms of their contributions to their learning process,21st-century skills, their perceptions about STEM disciplines and the development of theircareer awareness on STEM fields. The results obtained from the teachers’ field notes showedthat the students’ participation and group work skills increased, that the students had fun andbecame motivated in the course, and that they experienced an improvement in their skills ofassociating what they learned with their daily life, solving problems and designing and in theirengineering awareness.
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    STEM Education Program for Science Teachers: Perceptions and Competencies
    (2016) Altan, Esra Bozkurt; Ercan, Serhat
    This study focused on the professional development activities carried out at Sinop University during thesummer of 2015. The purpose of the study is to investigate the effects of the professional developmentprogram on the participating science teachers’ perceptions and competencies as they relate to STEMeducation. 24 science teachers were participated the program which was organized to promote theiracquisition of the competencies necessary for the development and implementation of original activitiessuitable for STEM education. The study was carried out through qualitative paradigm. One of the datasources used was to “Teachers’ Perceptions on STEM Education Questionnaire”. STEM educationteaching plans which were developed by teachers during the program were the other data sources used bythe study. Findings from the TPSEQ suggest that the professional development program positivelyaffected teachers’ views of STEM education. Additionally, after the professional development program,participating teachers made suggestions for the (engineering) design based science instruction for theadaption of STEM education. It can be suggested that in-service training programs should be developedfor teachers to raise their awareness of the necessity of STEM education and to enhance theircompetencies in planning, implementation and evaluation of an instructional process suitable for thisapproach.
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    Student and teacher evaluations about design based science education: “Heat insulation is a gain for country” activity
    (Ankara University, 2019) Altan, Esra Bozkurt; Karahan, Engin
    This study aimed to investigate students’ evaluations about “Heat Insulation is a Gain for Country” activity designed based on Design Based Science Education (DBSE) and the instructor’s views about her experiences during the activity. The participants of this single case study are 32 students and 1 teacher. The evaluations of the students were collected via DBSE Student Evaluation Survey and focus group interviews, whereas teacher view data was collected via an unstructured interview. Descriptive (survey and individual interview) and content analysis (focus group interview) methods were used to analyze the data. The students’ statements indicated that DBSE processes prepare them for real life, raise their awareness about engineering design, and motivate them for learning. Also, DBSE based “Heat Insulation is a Gain for Country” activity can be an alternative for teachers who want to integrate STEM education in science classes. © 2019, Ankara University. All rights reserved.
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    The effect of design based learning on pre-service science teachers' decision making skills
    (Horizon Research Publishing, 2018) Altan, Esra Bozkurt; Yamak, Havva; Kirikkaya, Esma Buluş; Kavak, Nusret
    In this research, it is aimed to examine in depth the effect of design based learning (DBL) program on pre-service science teachers’ on development of the decision making skills and determine the opinions of pre-service science teachers regarding the effect of the DBL program on decision making skills. For this purpose, embedded integrated design of a mixed-methods approach was employed in this study. In the quantitative part, one-group pre-test and post-test experimental design was used. Multiple-case (embedded) design was used in the qualitative part. The study group for the quantitative part of the research is 36 pre-service science teachers determined by convenience sampling method. The qualitative study group are 6 pre-service science teachers determined by maximum variety sampling. The quantitative data of the study were collected via decision-making skills test. DBL activities worksheet and semi-structured interviews were used as qualitative data. Findings indicated that there was a significant difference between participants’ pre-test and post-test decision skills measures in favor of the post-tests. In this study, it was determined that the decision process related to the design challenge revealed from the real life situations were identification of the problem, evaluation of the alternatives, decision applications, decision and application steps. © 2018 by authors, all rights reserved.
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    Yatılı Bölge Ortaokulu Öğrencilerinin STEM Alanlarına Yönelik Kariyer Farkındalığının Araştırılması
    (2019) Altan, Esra Bozkurt; Üçüncüoğlu, İrem; Zileli, Esra
    Bu araştırmada, yatılı bölge ortaokulu öğrencilerinin fen, teknoloji, mühendislik, matematik (STEM)) alanlarında kariyer geliştirmeye yönelik farkındalıkları, ilgileri ve bu ilgilerinin dayandığı unsurların belirlenmesi amaçlanmaktadır. Araştırmada karma yöntemler araştırma desenlerinden keşfedici ardışık desen kullanılmıştır. Araştırmanın çalışma grubunu yatılı bölge ortaokulunda (YBO) 8. sınıfta öğrenim gören 92 öğrenci oluşturmaktadır. Araştırmanın nitel verileri doküman (anket) ve odak grup görüşme yöntemi ile toplanmış, betimsel ve sürekli karşılaştırmalı analiz tekniği ile analiz edilmiştir. Nicel veriler “STEM Mesleklerine Yönelik İlgi Ölçeği” ile toplanmış ve betimsel istatistik tekniği ile analiz edilmiştir. Araştırmanın nitel verileri ile az sayıda öğrencinin STEM alanlarındaki mesleklere yönelmek istediğini, nicel veriler ise öğrencilerin STEM alanlarına kariyer geliştirmede ilgili olduğunu göstermiştir.