Investigation of secondary school students' attitude towards technology and their STEM perceptions: Turkey sample

2021 ◽  
Vol 9 (3) ◽  
pp. 739-752
Author(s):  
Hanife Gamze Hastürk ◽  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Stem Fields ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Technology ◽  
And Mathematics ◽  
The Relationship

STEM (Science, Technology, Engineering, and Mathematics) education is an approach that develops 21st century skills such as career choice in science and engineering, entrepreneurship, innovation, creative and critical thinking. The acronym STEM stands for the disciplines of science, technology, engineering, and mathematics. When looking from the past to the present, it has been observed that there has been an increase in STEM studies. However, there was no study which was conducted on STEM education in Turkey mostly consisted of studies which aimed at determining the interests, attitudes and achievements of students and prospective teachers, and there was no study on the relationship between students' tendencies to technology in STEM education and their STEM perceptions. It is necessary for societies that can rapidly keep up with developing technology and innovations Therefore, in this study, it was aimed to examine the relationship between the perceptions of secondary school students towards STEM fields, determining their attitudes towards technology, students' attitudes towards technology and its use in lessons, and the total perception levels of STEM fields and sub-dimensions. The study was completed in the fall semester of the 2019-2020 academic year. The data of the study were analyzed by quantitative survey model. In the study, ‘Attitude towards Technology Scale’ and ‘STEM Perception Scale’ were used as data collection tools. In the tests applied, the data were analyzed using the Independent Sample t-test, ANOVA, Pearson Correlation Analysis and Regression Analysis. According to data analysis and findings, it was determined that there was a moderately significant negative relationship between the students' attitude level towards technology, and the STEM perception level. In the light of the findings, the importance of STEM education was emphasized and recommendations were made to program designers, researchers and practitioners on this subject.

scholarly journals Abridged International Perspectives of Technology Education and Its Connection to STEM Education

2018 ◽  
Vol 10 (4) ◽  
pp. 31 ◽  
Author(s):  
Geoff Wright ◽  
Edward Reeves ◽  
John Williams ◽  
David Morrison-Love ◽  
Fiona Patrick ◽  
...  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Collaboration Networks ◽  
School Students ◽  
Content Areas ◽  
Science Technology ◽  
International Perspectives ◽  
Integrate Technology ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.

Innovative Pathways in STEM Teacher Preparation: Bridging the Gap between University Expectations & Secondary School Needs

2019 ◽  
pp. 649-651
Author(s):  
Ryan G. Zonnefeld ◽  
Valorie L. Zonnefeld
Keyword(s):  
Teacher Preparation ◽  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Interdisciplinary Approach ◽  
Teacher Preparation Programs ◽  
School Students ◽  
Preparation Programs ◽  
And Mathematics ◽  
Certified Teacher

Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.

scholarly journals Out of the Pickle: Promoting Food Science and STEM in Public Libraries

2015 ◽  
Vol 3 (2) ◽  
pp. 102-114
Author(s):  
Dawn States
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Public Libraries ◽  
Statistical Information ◽  
Food Science ◽  
Science Program ◽  
School Students ◽  
Stem Programs ◽  
Science Technology ◽  
And Mathematics

This article explores the popularity of the Science, Technology, Engineering and Mathematics (STEM) movement and provides related statistical information as well as a projection of the future importance and impact of STEM. This article summarizes the significance and need for STEM both locally and nationally, focusing food science in public libraries to increase and maintain interest among secondary school students. This article furnishes an overview of how a food science program was implemented at Martin Library and how this same programming is scalable for any size library. In addition, this article provides an overview of how libraries across the nation and Martin library are providing vital STEM programs to communities. 

scholarly journals An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

2021 ◽  
Vol 9 (4) ◽  
pp. 61
Author(s):  
Hatice Gülmez Güngörmez
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Spring Semester ◽  
School Students ◽  
Significant Difference ◽  
Learning With Technology ◽  
The Relationship ◽  
Self Learning

This study aims to investigate the relationship between secondary school students’ self-learning with technology and test anxiety. The study was conducted using a correlational survey model. The participants of this study are made up of 128 students of 7th and 8th grade, studying in three secondary schools in Adıyaman province of Turkey in the spring semester of the 2019-2020 academic year. “The Self-Directed Learning with Technology Scale for Young Students” adapted to Turkish by Demir and Yurdugül (2013) and “Test Anxiety Inventory” adapted to Turkish by Öner (1990) were used for collecting the data. Independent groups t-test and Pearson Correlation test were used to analyze the data. The analyses showed no significant difference between self-learning of secondary school students using technology regarding their gender and grade. However, there was a significant relationship between the students’ grades and their test anxiety. The “test anxiety inventory” consisted of two subscales, “delusion” and “affectivity”. There was a significant difference between students’ delusion and affectivity subscales. In this consideration, the 8th graders had a higher test anxiety than the 7th grader’. The Pearson correlation indicated that there was a positive and significant correlation between self-learning using technology and test anxiety of the secondary school students (p<.01).

scholarly journals The Development of the STEM (Science, Technology, Engineering, and Mathematics) Attitude and Motivation Survey Towards Secondary School Students

2021 ◽  
pp. 105-119
Author(s):  
Tolga Gok
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Research Data ◽  
School Students ◽  
Pilot Survey ◽  
Science Technology ◽  
Significant Difference ◽  
And Mathematics ◽  
Attitude And Motivation

The purpose of the research was to determine the secondary school students’ attitude and motivation toward STEM. For this purpose, two field studies for developing a survey were conducted. The first field study, pilot study, was performed for collecting the research data and making statistical analysis of the research data. After completing statistical analysis procedures (Explanatory Factor Analysis and Confirmatory Factor Analysis) of the pilot survey, the reliability and validity of the pilot survey was calculated. The statistical results indicated that the pilot survey was reliable and it also had four sub-factors. The second field study, main study, was performed for comparing and discussing the research data. The research was applied to 2912 students at different 14 secondary schools during the academic year of 2018-2019 at Izmir, Turkey. The students’ results in the metropolitan and suburban regions of the city were compared. The results indicated the decrease in the attitude and motivation of students at higher levels in both regions toward STEM. When the results of the research were evaluated in terms of the sub-factors, the science and engineering values of secondary school students in the suburban were higher than the values of the students in metropolitan. It was not found a significant difference between the students’ technology and mathematics values for both metropolitan and suburban. There was a significant difference between the 7th grade students’ science, technology, engineering, and mathematics values instructed in metropolitan and suburban in favor of the students instructed in suburban. It was calculated that there was not a significant difference between the 6th and 8th grade students’ all values for both the regions. It was only calculated that there was a significant difference between the 5th grade students’ mathematics value. Investigations on gender factors showed that the female students’ science, technology, engineering, and mathematics values were generally lower than the male students’ values for both the regions.

RELATIONSHIP BETWEEN COGNITIVE DISSONANCE AND ACHIEVEMENT IN MATHEMATICS AMONG HIGHER SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
SHIMIMOL P. S. ◽  
HASSAN KOYA M.P.
Keyword(s):  
Secondary School ◽  
Cognitive Dissonance ◽  
Secondary School Students ◽  
Correct Decision ◽  
School Students ◽  
Achievement In Mathematics ◽  
Motivating Factor ◽  
The Relationship

Cognitive dissonance is a theory originally developed by Leon Festinger. He is proposing that dissonance, which is the existence of non fitting relations among cognition, is a motivating factor in its own right. This motivating factor encourages the learner to be more self confident in his actions or conclusions and distinguish between correct and incorrect solutions. This motivation will lead to reach the correct decision about a particular problem. The study aims to find out the relationship between cognitive dissonance and achievement in Mathematics among higher secondary school students. Cognitive dissonance was measured by using Cognitive Dissonance Scale developed by the investigator. The sample consists of 100 higher secondary school students from Malappuram districts. The study reveals that cognitive dissonance and achievement in mathematics is significantly related.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

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