TY - JOUR
T1 - The impact of the earlySTEM program on teacher and student outcomes
T2 - The role of teachers' involvement in the program development
AU - Kucuk, Zerrin Doganca
AU - Yabas, Defne
AU - Bozoglu, Hayriye Sinem
AU - Corlu, Mehmet Sencer
N1 - Publisher Copyright:
© 2021 International Journal of Education in Mathematics, Science and Technology. All rights reserved.
PY - 2021
Y1 - 2021
N2 - This research aimed to investigate and compare teachers' conceptualizations of their students' and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.
AB - This research aimed to investigate and compare teachers' conceptualizations of their students' and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.
KW - Earlystem program
KW - Elementary STEM education
KW - Student outcomes
KW - Teacher involvement
KW - Teachers as curriculum developers
UR - http://www.scopus.com/inward/record.url?scp=85106387673&partnerID=8YFLogxK
U2 - 10.46328/IJEMST.1279
DO - 10.46328/IJEMST.1279
M3 - Article
AN - SCOPUS:85106387673
SN - 2147-611X
VL - 9
SP - 371
EP - 405
JO - International Journal of Education in Mathematics, Science and Technology
JF - International Journal of Education in Mathematics, Science and Technology
IS - 3
ER -