Ortaokulda STEM ve Matematiksel Modellemenin Entegrasyonu: Öğrencilerin Motivasyon, Tutum ve Modelleme Yeterliklerinin İncelenmesi

Yazarlar

DOI:

https://doi.org/10.33308/26674874.20264011022

Anahtar Kelimeler:

STEM Eğitimi- Matematiksel Modelleme- Sekizinci Sınıf Öğrencileri- Motivasyon- Tutum

Özet

Bu çalışma, disiplinler arası modelleme odaklı bir ortamda STEM eğitiminin entegrasyonunun, ortaokul öğrencilerinin modelleme yeterlikleri, motivasyonları ve STEM öğrenmeye yönelik tutumları üzerindeki etkilerini araştırmayı amaçlamaktadır. Araştırmada açıklayıcı sıralı karma yöntem deseni kullanılmış ve 64 sekizinci sınıf öğrencisi üç gruba ayrılmıştır: kontrol, STEM ve matematiksel modelleme ile birleştirilmiş STEM grubu. Veriler STEM tutum ve motivasyon ölçekleri, modelleme etkinlikleri rubriği ve yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Nicel bulgular, disiplinler arası modelleme odaklı bir ortamda etkinliklere katılımın öğrencilerin STEM’in matematik boyutuna yönelik tutumlarını ve fen, mühendislik ve matematiğe yönelik motivasyonlarını anlamlı biçimde artırdığını göstermiştir. Ayrıca öğrencilerin modelleme yeterliklerinde de belirgin gelişmeler gözlenmiştir. Nitel bulgular ise öğrencilerin matematiğin gerçek yaşamla ilişkisine yönelik ilgilerinin arttığını; problem doğası ve zorlukları, destekleyici öğrenme koşulları ve süreçte karşılaşılan sınırlılıklar gibi unsurları vurguladıklarını ortaya koymuştur. Genel olarak, disiplinler arası modelleme odaklı bir ortamda matematik öğretimi entegrasyonunun, özellikle STEM’in matematik bileşenine yönelik tutum ve motivasyonu etkili biçimde geliştirebileceği sonucuna ulaşılmıştır.

İndirmeler

İndirme verileri henüz mevcut değil.

Yazar Biyografileri

Nihal Demir, Mi̇lli̇ Eği̇ti̇m Bakanliği

e-posta: nihalldemir55@gmail.com

Mustafa Gök, Van Yüzüncü Yıl Üniversitesi

e-posta: mustafagok@yyu.edu.tr

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Yayınlanmış

2026-01-31

Nasıl Atıf Yapılır

Demir, N., & Gök, M. (2026). Ortaokulda STEM ve Matematiksel Modellemenin Entegrasyonu: Öğrencilerin Motivasyon, Tutum ve Modelleme Yeterliklerinin İncelenmesi. Yaşadıkça Eğitim, 40(1), 131–149. https://doi.org/10.33308/26674874.20264011022

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