Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

Author:

Tunc CevdetORCID,Bagceci Birsen

Publisher

Modestum Publishing Ltd

Reference32 articles.

1. Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM Eğitimi Türkiye Raporu “Günün Modası mı Yoksa Gereksinim mi?”[Turkey STEM Education Report: “The fashion or requirements of the day?”] (D. Akgündüz & H. Ertepınar (eds.)). İstanbul Aydı Üniversitesi. https://doi.org/10.13140/RG.2.1.1980.0801

2. Altan, E. B., Ozturk, N., & Turkoglu, A. Y. (2018). Socio-Scientific Issues as a Context for STEM Education: A Case Study Research with Pre-Service Science Teachers. European Journal of Educational Research, 7(4) 805-812. https://doi.org/10.12973/eu-jer.7.4.805

3. Aşık, G., Doğança Küçük, Z., Helvacı, B., & Çorlu, M. S. (2017). Integrated teaching project: A sustainable approach to teacher education. Turkish Journal of Education. 6(4), 200-215 https://doi.org/10.19128/turje.332731

4. Bakırcı, H., & Kutlu, E. (2018). Determination of science teachers’ views on STEM approach. Turkish Journal of Computer and Mathematics Education, 9(2), 367-389. https://doi.org/10.16949/turkbilmat.417939

5. Bayazit, N. T., Akaygün, S., Demir, K., & Tutak, F. T. (2018). Bir STEM Öğretmen Eğitimi Örneği: Yenebilir Arabalar Etkinliğinin Öğretmen Eğitimi Açısından İncelenmesi [An Example of STEM Teacher Professional Development: Exploration of Edible Cars Activity from Teacher Education Perspective]. Fen Bilimleri Öğretimi Dergisi, 6(2), 213-232. ISSN: 2148-2160.

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