Assessing chemistry teachers needs and expectations from integrated STEM education professional developments
Yazarlar (3)
Van Yüzüncü Yıl Üniversitesi, Türkiye
Van Yüzüncü Yıl Üniversitesi, Türkiye
Doç. Dr. Betül EKİZ KIRAN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale |
| Dergi Adı | Journal of Pedagogical Research |
| Dergi ISSN | 2602-3717 Scopus Dergi |
| Dergi Tarandığı Indeksler | ERIC |
| Makale Dili | Türkçe |
| Basım Tarihi | 01-2022 |
| Cilt No | 6 |
| Sayı | 2 |
| Sayfalar | 29 / 43 |
| DOI Numarası | 10.33902/JPR.202213478 |
| Makale Linki | http://dx.doi.org/10.33902/jpr.202213478 |
| Özet |
| Integrated Science, Technology, Engineering, and Mathematics (STEM) education has gained popularity worldwide. With the twenty-first century's different economic, political, and societal needs, nations intend to train citizens as better problem solvers. The current integrated STEM movement has influenced science curriculum documents and science teaching and learning to address those issues. To attain the goals of recent reform, teachers' understanding of the essential characteristics of integrated STEM education and learning implementation of the STEM activities with engineering design challenges are required. The related literature has stated that teachers' voices should be heard to address their needs through professional development (PD). In light of that point, in this needs assessment study, we intended to determine in-service chemistry teachers' expectations from and needs for implementing integrated STEM education. Data were collected from 112 chemistry teachers via open-ended |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 9 |