Investigation of Stem Awareness Levels of Stem Teachers According To Their Tpack Skills and Some Demographic Variables: a Structural Equation Modeling Study
Abstract
Bu araştırmada STEM alan öğretmenlerinin TPAB becerileri ve bazı demografik özellikleri ile STEM farkındalık düzeyleri arasındaki ilişkiler yapısal eşitlik modeliyle incelenmiştir. Bu çalışmanın evrenini 2021-2022 bahar döneminde, Van ilinde görev yapan öğretmenler, örneklemini ise 504 öğretmenden oluşturmaktadır. Çalışmada veri toplama aracı olarak FeTeMM (Fen-Teknoloji-Mühendislik-Matematik) Eğitimi İle İlgili 'Öğretmen Görüşleri' anketi, Türkçeye uyarlanmış '21.Yuzyil Becerileri Kapsamında Teknolojik-Pedagojik-Alan-Bilgisi Ölçeği' ve araştırmacı tarafından geliştirilen 'Demografik Özellikler' kişisel bilgi formu kullanılmıştır. Analiz sonuçlarına göre öğretmenlerin TPAB becerilerinin, derslerinde farklı yöntem teknik kullanma becerilerinin, kişisel eğitim düzeylerinin ve cinsiyet, mezuniyet, çalıştığı okul, mesleki kıdem, STEM yaklaşımını bilmesi gibi farklı demografik özelliklerinin STEM farkındalık düzeyleri üzerinde doğrudan ve dolaylı etkilere sahip oldukları gözlenmiştir. Anahtar sözcükler: stem eğitimi, farkındalık, tpab becerileri, demografik değişkenler, yapısal eşitlik modeli.
In this study, the relationships between TPACK skills and some demographic characteristics of STEM teachers and their STEM awareness levels were examined using the structural equation model. The universe of this study consists of teachers working in the province of Van in the spring term of 2021-2022, and the sample consists of 504 teachers. In the study, 'Teacher Opinions' questionnaire on STEM (Science-Technology-Engineering-Mathematics) Education, 'Technological-Pedagogical-Field-Knowledge Scale in the Scope of 21st Century Skills' adapted to Turkish and 'Demographic Characteristics' developed by the researcher as data collection tool in the study information form was used. According to the results of the analysis, it has been observed that teachers' TPACK skills, their ability to use different methods and techniques in their lessons, their personal education levels, and different demographic characteristics such as gender, graduation, school, professional seniority, knowledge of STEM approach have direct and indirect effects on STEM awareness levels. Keywords: stem education, awareness, tpab skills, demographic variables, structural equation model.
In this study, the relationships between TPACK skills and some demographic characteristics of STEM teachers and their STEM awareness levels were examined using the structural equation model. The universe of this study consists of teachers working in the province of Van in the spring term of 2021-2022, and the sample consists of 504 teachers. In the study, 'Teacher Opinions' questionnaire on STEM (Science-Technology-Engineering-Mathematics) Education, 'Technological-Pedagogical-Field-Knowledge Scale in the Scope of 21st Century Skills' adapted to Turkish and 'Demographic Characteristics' developed by the researcher as data collection tool in the study information form was used. According to the results of the analysis, it has been observed that teachers' TPACK skills, their ability to use different methods and techniques in their lessons, their personal education levels, and different demographic characteristics such as gender, graduation, school, professional seniority, knowledge of STEM approach have direct and indirect effects on STEM awareness levels. Keywords: stem education, awareness, tpab skills, demographic variables, structural equation model.
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Keywords
Eğitim ve Öğretim, Education and Training
Turkish CoHE Thesis Center URL
WoS Q
Scopus Q
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87