Journal of STEM Teacher Institutes

Reflection of STEM Education on Finance, Economics, Management: A Bibliometric Analysis

Hasan Kazak — 2024-04-01

The aim of this study is to reveal the reflections of STEM education studies, which are becoming a multidisciplinary field, in the fields of finance, economics and management by using data obtained from the Web of Science (WOS) database and bibliometric analysis methods. In the study, the data obtained from the Web of Science (WOS) database were classified and analyzed using VOSviewer (Version 1.6.18) and presented in a certain order with visual mapping method. The results of the analysis clearly reveal the reflections of STEM education studies in the fields of finance, economy, and management. Supporting the fields of finance, economics, and management, which assume important functions in the economic development process, with STEM education understanding will make positive contributions to this process. While the study makes an important contribution to the literature on the one hand, the results are expected to make important contributions to the field of education, as well as to the employees and policy decision makers in the fields of economics, finance, and management.

A Literature Review of the Studies on Islam-Science-Technology in Web of Science

Ubeydullah Efe — 2024-04-01

Over the past two centuries, the swift advancements in science and technology have elicited mixed reactions among Islamic countries and Muslim communities, characterized by both excitement and skepticism. This ambivalence partly stems from a widely acknowledged perception of a technological lag in Muslim societies compared to their Western counterparts a viewpoint shared by Western academics and Muslim intellectuals alike. Furthermore, Muslims’ attitudes towards the contributions of Islam to science and technology diverge, influencing educational strategies within Islamic societies differently. In this study, utilizing the Web of Science database renowned for its access to prestigious journals, reviewed approximately 50 articles from 2007 to 2023. These articles, which focus on the intersections of science, technology, and Islam, as well as broader STEM education elements, employed a case study design and a qualitative research approach- complemented by content analysis of documents. The analysis revealed that a significant portion of these works engage in survey-based research on the integration of science and technology in Islamic educational settings, with some detailing specific projects in this area. This research is crucial for highlighting the strengths and shortcomings of scholarly endeavors in this domain. However, it also pointed out a notable omission: a thorough exploration of the theoretical underpinnings of Islamic Sciences, such as hadith, tafsir, and fiqh, and their pedagogy, indicating a substantial void in the literature.

Designing Argumentation-Supported Cooperative Reading Writing Application Activities for the 6th Grade Sound and Features Unit

Neslihan Yağer — 2024-04-01

The aim of this research is to design argumentation-supported cooperative reading-writing-application (RWA) activities that are suitable for the gains of the 6th- grade science course "Sound and Features" unit. Design- Based Research (DBR) method was used. The original argumentation-supported RWA activities were designed for the 6th- grade students' science course "Sound and Features" unit in the first stage. The activities were re-designed by taking the opinions and suggestions of the faculty members and science teachers through the Argumentation Activity Evaluation Form (AAEF) in the second stage. Finally, the students' opinions were taken according to re-designed activities via the Semi-Structured Interview Form (SSIF) in the third stage. According to the findings, the designed activities can improve the students' learning levels of the concepts in the "Sound and Features" unit and it can provide students with the desired behaviors predicted by innovative learning methods. In addition, the use of argumentation-supported RWA activities can support students learning science. For data obtained from the AAEF, argumentation-supported RWA activities were suitable for the level of the student in terms of content and design, and were related to the content, interesting, instructive, and suitable for the nature of argumentation and RWA. Also, the activities can trigger effective teaching, enable students to express themselves in a discussion environment by actively participating in the lesson, make teaching orderly, planned, and dynamic, and facilitate classroom management. Additionally, this method can help students gain reasoning, inquiry, critical thinking, effective communication, and some other relevant skills.

Effects of Coordinated Techniques on Science Education Learning: Six Hats and Jigsaw Techniques

Mehmet Nuri Uçar — 2024-04-02

The objective of this study was to investigate the impact of the coordinated application of the Six Thinking Hats and Jigsaw (separation-assembly) techniques in a Science and Technology lesson on the learning outcomes related to air, water, and soil pollution among 5th-grade students. The study employed a quantitative approach and followed a pretest-posttest control group research design, aligning with the experimental research method. The sample consisted of 56 middle school students recruited using purposive convenience sampling The experimental group in this study received instruction on the topics of air, water, and soil pollution through the coordinated application of the Six Thinking Hats and Jigsaw techniques, whereas the control group was taught in accordance with the existing curriculum. The research findings revealed a significant difference between the experimental and control groups, with the experimental group demonstrating superior outcomes.

Teachers' Tendencies of Using Digital Games and Creative Thinking

Tuba Özer — 2024-04-01

In today's digitalized era, children's internet accessibility is increasing, impacting their habits, learning pace, and creativity. Recognizing creativity as a blend of skills, attitudes, and dispositions, it becomes pedagogical responsibility to guide children in utilizing digital games consciously, given their growing leisure activity status. Teachers play a pivotal role in this guidance, necessitating extensive knowledge of digital applications and games for effective integration into education. This study aims to explore the correlation between demographic variables and the utilization of digital games alongside creative thinking tendencies among mathematics teachers. Employing a quantitative research approach, the study adopts a descriptive survey design, focusing on the digital game usage and creative thinking inclinations of 70 mathematics teachers in Eastern Anatolia during the 2022-2023 academic year. Results indicate that younger and less experienced teachers demonstrate higher engagement with digital games, while older and more experienced counterparts exhibit superior creative thinking skills. This suggests younger generations' adeptness with digital tools for teaching. Study recommendations include enhancing the emphasis on digital games in teacher training, equipping candidates with 21st-century skills, and prioritizing metacognitive skills relevant to contemporary demands.