An Investigation into the Development of the Force and Energy Unit through STEM Integration in Science Course and its Effects on Students' Critical Thinking Skills

İsmail Evci̇m, Mustafa Arslan
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引用次数: 1

Abstract

In this study, to examine the change in individuals' critical thinking skills, a new unit was developed in which STEM was integrated. The outcomes of this 7th-grade unit were selected from related disciplines. During the learning process of the developed Force and Energy unit, it was aimed that individuals could make judgments by gaining critical thinking skills and evaluate events in a multi-dimensional way. In this study, which lasted for five weeks, the developed unit was used to conduct lessons with the experimental group (N=25) while the control group (N=25) was traditionally taught. The Critical Thinking Scales developed by Demir (2006a) were used in the research process. Before the implementation, no significant difference was found between the experimental and control groups regarding critical thinking skills, but after the implementation, a significant difference was observed in favour of the experimental group. When the scores obtained from the sub-scales (interpretation and explanation) were compared, a significant difference was found in favour of the experimental group. When the changes in the experimental and control groups were examined, there was no significant change in the control group students, but a significant change was found in favour of the experimental group. These changes occurred in the evaluation, Interpretation, and explanation sub-scales of the critical thinking scale. Based on these data, it can be said that the critical thinking skills of individuals who receive STEM education improve. Accordingly, making use of different disciplines simultaneously while designing a product in STEM education is an important factor in the development of individuals' critical thinking skills. Thus, teachers should carry out this process effectively.
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科学课程中STEM整合力能单元的发展及其对学生批判性思维能力的影响
在这项研究中,为了研究个人批判性思维技能的变化,我们开发了一个新的单元,其中集成了STEM。这个七年级单元的结果是从相关学科中选择的。在发展的部队和能源单位的学习过程中,目标是个人能够通过获得批判性思维技能做出判断,并以多维度的方式评估事件。在为期5周的研究中,使用开发单元对实验组(N=25)进行教学,对照组(N=25)进行传统教学。在研究过程中使用了Demir (2006a)开发的批判性思维量表。在实施前,实验组和对照组在批判性思维能力方面没有显著差异,但在实施后,实验组有显著差异。当从子量表(解释和解释)中获得的分数进行比较时,发现实验组有显著差异。当对实验组和对照组的变化进行检查时,对照组的学生没有明显的变化,但发现实验组有明显的变化。这些变化发生在批判性思维量表的评估、解释和解释子量表中。基于这些数据,可以说,接受STEM教育的个人的批判性思维能力得到了提高。因此,在STEM教育中,在设计产品时同时利用不同的学科是培养个人批判性思维能力的重要因素。因此,教师应该有效地进行这一过程。
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