Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, Temel Eğitim Anabilim Dalı, Türkiye
Tezin Onay Tarihi: 2021
Tezin Dili: İngilizce
Öğrenci: ESRA CERAN
Asıl Danışman (Eş Danışmanlı Tezler İçin): Midrabi Cihangir Doğan
Eş Danışman: Mahmut Kertil
Özet:
The aim of this study is to examine the pedagogical content knowledge, pedagogical beliefs, and in-class practices of elementary teachers in the process of attending a professional development course and performing integrated STEM (Science, Technology, Engineering, Mathematics) education in their classrooms. In this research, multiple case study was used as a research design. Three teachers who worked as elementary teachers in a public school in Istanbul during the semester break and spring semester of the 2018-2019 academic year participated in this research. A professional development course was developed and applied by researcher during the semester, STEM modules were developed and implemented by the teachers in the following period. Reflections were made on the practices and the researcher's support continued. Data were collected through interviews, observations, document analysis (teachers' science and mathematics autobiographies, classroom activities, visuals, assessment-evaluation tools), audio recordings and video recordings. Data analysis was performed with comparative analysis techniques. The findings of the study revealed that teachers' pedagogical beliefs and pedagogical content knowledge about STEM education changed and improved with the professional development course. As a result, teachers' practices have also changed. Teachers' beliefs about teaching and learning STEM, the nature of the STEM disciplines and context have significant effect when examining teachers' beliefs about STEM education. Furthermore, a STEM Pedagogical Content Knowledge (STEM PCK) framework is developed based on teachers' practices. It has been revealed that teachers' orientations toward STEM education is related to all sub-elements of STEM PCK. The framework developed in this research defines STEM PCK comprehensively and reveals the relationships between the elements clearly. During the research, a change was observed in the practices of the teachers in a way that highlights the student-centered teaching approaches and the relationships between disciplines. The findings of this research found out professional development courses that consider the conditions of the institutions where teachers work can be effective in the professional development of teachers. Professional development programs can be rich and effective when they are being oriented towards in-class practice as well as theory, allow teachers to reflect, and support teachers to work collaboratively. It was concluded that the considering teachers' pedagogical content knowledge and pedagogical beliefs together with their practices was contributed significantly to the research about STEM education. Keywords: elementary teacher, integrated STEM education, pedagogical content knowledge, pedagogical belief, professional development program