Devrim Akgündüz
Ph. D., Professor of STEM Education.
He completed his undergraduate and graduate studies at Gazi University and his Ph.D. at Marmara University in the field of Science Education. He worked as a teacher, project coordinator, consultant, expert, director, lecturer and faculty member at various levels of the Ministry of National Education and universities. At the invitation of the US State Department, he participated in 50 meetings in 10 states and 32 provinces in the USA within the scope of IVLP (2009) and STEM project (2014). He studied Science Centers, Museums, Think Tanks, Secretaries, Universities, educational institutions, Schools, Libraries, Local Authorities and Institutes in the USA. He is a writer and editor of the book of STEM Education Turkey Report book, A Comprehensive Assessment on Turkey STEM Education, The Integration of STEM Education to Curriculum. He is the editor and author of STEM education in Theory and Practices from Preschool to University, Technological Approaches in Science and Mathematics Education. STEM Education for Industry 4.0 in Vocational Technical High Schools book has been published by TÜSİAD. He has articles, books, papers, certificate programs, projects and conferences covering all levels from pre-school to university on STEM education, science education, blended learning, technology integration, TPACK and the use of social media in education. He is the director of STEM projects funded by TUBITAK, UNESCO, TUSIAD, European Union and US Department of State.
Dr. Akgunduz is currently a faculty member in the Department of Elementary Education at the Faculty of Education at Istanbul Aydın University and the Director of the Research and Application Center for STEM Education. He is the director of STEM School and STEM Laboratory. Dr. Akgunduz also manages STEM Teacher and STEM Coordinatorship Certificate Program, which aims to train STEM teachers, and World STEM Education Conference (www.worldstemed.org) and World STEM Festival (www.worldstemfest.com).
Öne Çıkan Çalışmaları:
1- Türkiye'nin İlk STEM Laboratuvarını kurdu ve laboratuvarda STEM, Maker, Robotik, Kodlama ile ilgili K-12 öğrencileri, öğretmen adayları ve öğretmenlerle çalıştı.
2- Türkiye'nin ilk STEM Öğretmeni Yetiştirme Projesi olan STEM Öğretmeni Sertifika Programını ABD Dışişleri Bakanlığı tarafından fonlanan Promoting STEM (Science, Technology, Engineering And Math) Education Among Economically Disadvantaged Youth, Especially Among Girls projesi ile başlattı. Halen 20 programda 500’den fazla STEM öğretmeni yetiştirdi.
3- Türkiye'nin STEM eğitimi ile ilgili ilk raporları olan STEM Eğitimi Türkiye Raporu ve Türkiye STEM Eğitimi Üzerine Kapsamlı Bir Değerlendirme raporlarının editörlüğünü ve yazarlığı yaptı. Teknolojik Öğrenme Modelleri, Eğitimde Teknoloji Entegrasyonu ve STEM eğitimi üzerine kitapları, makaleleri ve konferans bildirileri bulunmaktadır.
4- STEM Okulu (www.stemokulu.com) ve Türkiye STEM Eğitimi Birliği (www.stemtr.org) organizasyonlarını kurdu. STEM Okulu Dönüşüm programını hazırladı ve birçok okulda uyguladı.
5- Üniversite bünyesindeki ilk araştırma merkezi olan İAÜ STEM Merkezini kurdu.
6- Türkiye'de bir eğitim fakültesinde ilk defa STEM Öğretimi dersini açtı ve başarıyla uyguladı.
7- 100’den fazla davetli konuşmacı olarak konferans ve sempozyumlarda konuştu.
8- Okul öncesinden üniversiteye kadar binlerce öğrenciye STEM eğitimi verdi. Üstün/Özel yeteneklilerde STEM eğitimi ilgili Türkiye'deki ilk çalışmaları gerçekleştirdi.
9- Birçok okulda STEM eğitimi danışmanlığı ve bilim kurulu üyeliği yapmaktadır. Okullarda STEM Okulu dönüşüm programlarını uygulamaktadır.
10- TÜSİAD, UNESCO, TÜBİTAK gibi kurumlarla işbirliği yaparak Birçok projede yürütücü, araştırmacı, uzman vb. görevleri bulunmaktadır.
11- Türkiye'nin ilk Eğitim Teknolojileri Uzmanlığı programının koordinatörlüğünü yürüttü.
Twitter: @devrimakgunduz
E-Posta: [email protected]
He completed his undergraduate and graduate studies at Gazi University and his Ph.D. at Marmara University in the field of Science Education. He worked as a teacher, project coordinator, consultant, expert, director, lecturer and faculty member at various levels of the Ministry of National Education and universities. At the invitation of the US State Department, he participated in 50 meetings in 10 states and 32 provinces in the USA within the scope of IVLP (2009) and STEM project (2014). He studied Science Centers, Museums, Think Tanks, Secretaries, Universities, educational institutions, Schools, Libraries, Local Authorities and Institutes in the USA. He is a writer and editor of the book of STEM Education Turkey Report book, A Comprehensive Assessment on Turkey STEM Education, The Integration of STEM Education to Curriculum. He is the editor and author of STEM education in Theory and Practices from Preschool to University, Technological Approaches in Science and Mathematics Education. STEM Education for Industry 4.0 in Vocational Technical High Schools book has been published by TÜSİAD. He has articles, books, papers, certificate programs, projects and conferences covering all levels from pre-school to university on STEM education, science education, blended learning, technology integration, TPACK and the use of social media in education. He is the director of STEM projects funded by TUBITAK, UNESCO, TUSIAD, European Union and US Department of State.
Dr. Akgunduz is currently a faculty member in the Department of Elementary Education at the Faculty of Education at Istanbul Aydın University and the Director of the Research and Application Center for STEM Education. He is the director of STEM School and STEM Laboratory. Dr. Akgunduz also manages STEM Teacher and STEM Coordinatorship Certificate Program, which aims to train STEM teachers, and World STEM Education Conference (www.worldstemed.org) and World STEM Festival (www.worldstemfest.com).
Öne Çıkan Çalışmaları:
1- Türkiye'nin İlk STEM Laboratuvarını kurdu ve laboratuvarda STEM, Maker, Robotik, Kodlama ile ilgili K-12 öğrencileri, öğretmen adayları ve öğretmenlerle çalıştı.
2- Türkiye'nin ilk STEM Öğretmeni Yetiştirme Projesi olan STEM Öğretmeni Sertifika Programını ABD Dışişleri Bakanlığı tarafından fonlanan Promoting STEM (Science, Technology, Engineering And Math) Education Among Economically Disadvantaged Youth, Especially Among Girls projesi ile başlattı. Halen 20 programda 500’den fazla STEM öğretmeni yetiştirdi.
3- Türkiye'nin STEM eğitimi ile ilgili ilk raporları olan STEM Eğitimi Türkiye Raporu ve Türkiye STEM Eğitimi Üzerine Kapsamlı Bir Değerlendirme raporlarının editörlüğünü ve yazarlığı yaptı. Teknolojik Öğrenme Modelleri, Eğitimde Teknoloji Entegrasyonu ve STEM eğitimi üzerine kitapları, makaleleri ve konferans bildirileri bulunmaktadır.
4- STEM Okulu (www.stemokulu.com) ve Türkiye STEM Eğitimi Birliği (www.stemtr.org) organizasyonlarını kurdu. STEM Okulu Dönüşüm programını hazırladı ve birçok okulda uyguladı.
5- Üniversite bünyesindeki ilk araştırma merkezi olan İAÜ STEM Merkezini kurdu.
6- Türkiye'de bir eğitim fakültesinde ilk defa STEM Öğretimi dersini açtı ve başarıyla uyguladı.
7- 100’den fazla davetli konuşmacı olarak konferans ve sempozyumlarda konuştu.
8- Okul öncesinden üniversiteye kadar binlerce öğrenciye STEM eğitimi verdi. Üstün/Özel yeteneklilerde STEM eğitimi ilgili Türkiye'deki ilk çalışmaları gerçekleştirdi.
9- Birçok okulda STEM eğitimi danışmanlığı ve bilim kurulu üyeliği yapmaktadır. Okullarda STEM Okulu dönüşüm programlarını uygulamaktadır.
10- TÜSİAD, UNESCO, TÜBİTAK gibi kurumlarla işbirliği yaparak Birçok projede yürütücü, araştırmacı, uzman vb. görevleri bulunmaktadır.
11- Türkiye'nin ilk Eğitim Teknolojileri Uzmanlığı programının koordinatörlüğünü yürüttü.
Twitter: @devrimakgunduz
E-Posta: [email protected]
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LAST PUBLICATIONS by Devrim Akgündüz
DOI:10.18870/hlrc.v14i1.1421
Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic.
Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies.
Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools.
Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies.
Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.
STEM education, which consists of the initials of the words Science, Technology, Engineering and Mathematics, is an educational approach that blends theoretical knowledge with engineering skills. The STEM education approach is implemented in the USA from preschool to senior high school through engineering design and interdisciplinary studies within the framework of the Next Generation Science Standards. The aim of this research is to determine the effect of STEM applications in preschool education on students' career goals and engineering perceptions. The case study, one of the qualitative research models, was used as the research model. The research was carried out for 12 h in 8 weeks with the participation of a total of 20 students, nine boys and 11 girls, in the preschool age group of five. Career Goal Setting Form was used as a data collection tool. As a result, it has been concluded that STEM applications in preschool education are effective on students' career planning. STEM applications have increased students' interest in STEM fields. STEM applications have given students new knowledge about the engineering profession and skills. STEM applications have been effective on students' product design/invention goal process.
3.10.2022
STEM education, which consists of the initials of the words Science, Technology, Engineering and Mathematics, is an educational approach that blends theoretical knowledge with engineering skills. The STEM education approach is implemented in the USA from preschool to senior high school through engineering design and interdisciplinary studies within the framework of the Next Generation Science Standards. The aim of this research is to determine the effect of STEM applications in preschool education on students' career goals and engineering perceptions. The case study, one of the qualitative research models, was used as the research model. The research was carried out for 12 h in 8 weeks with the participation of a total of 20 students, nine boys and 11 girls, in the preschool age group of five. Career Goal Setting Form was used as a data collection tool. As a result, it has been concluded that STEM applications in preschool education are effective on students' career planning. STEM applications have increased students' interest in STEM fields. STEM applications have given students new knowledge about the engineering profession and skills. STEM applications have been effective on students' product design/invention goal process.
DOI:10.18870/hlrc.v14i1.1421
Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic.
Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies.
Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools.
Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies.
Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.
STEM education, which consists of the initials of the words Science, Technology, Engineering and Mathematics, is an educational approach that blends theoretical knowledge with engineering skills. The STEM education approach is implemented in the USA from preschool to senior high school through engineering design and interdisciplinary studies within the framework of the Next Generation Science Standards. The aim of this research is to determine the effect of STEM applications in preschool education on students' career goals and engineering perceptions. The case study, one of the qualitative research models, was used as the research model. The research was carried out for 12 h in 8 weeks with the participation of a total of 20 students, nine boys and 11 girls, in the preschool age group of five. Career Goal Setting Form was used as a data collection tool. As a result, it has been concluded that STEM applications in preschool education are effective on students' career planning. STEM applications have increased students' interest in STEM fields. STEM applications have given students new knowledge about the engineering profession and skills. STEM applications have been effective on students' product design/invention goal process.
3.10.2022
STEM education, which consists of the initials of the words Science, Technology, Engineering and Mathematics, is an educational approach that blends theoretical knowledge with engineering skills. The STEM education approach is implemented in the USA from preschool to senior high school through engineering design and interdisciplinary studies within the framework of the Next Generation Science Standards. The aim of this research is to determine the effect of STEM applications in preschool education on students' career goals and engineering perceptions. The case study, one of the qualitative research models, was used as the research model. The research was carried out for 12 h in 8 weeks with the participation of a total of 20 students, nine boys and 11 girls, in the preschool age group of five. Career Goal Setting Form was used as a data collection tool. As a result, it has been concluded that STEM applications in preschool education are effective on students' career planning. STEM applications have increased students' interest in STEM fields. STEM applications have given students new knowledge about the engineering profession and skills. STEM applications have been effective on students' product design/invention goal process.
STEM (Science, Technology, Engineering & Mathematics), fen bilimleri ve matematik gibi temel bilimlerin, mühendislik ve teknolojinin tasarım ve uygulamaları ile entegre edilmesini sağlayan bir yaklaşımdır. Literatür incelendiğinde STEM eğitiminin üstün/özel yeteneklilere uygulanması ile ilgili araştırmaların yetersiz olduğu görülmüştür. Bundan dolayı bu araştırma, üstün/özel yetenekli öğrenciler için yapılan STEM eğitimi ile öğrencilerin elde ettikleri kazanımları değerlendirmek amacıyla yapılmıştır. Araştırmada nitel araştırma modellerinden durum çalışması kullanılmıştır. Araştırma, daha önceden STEM eğitimi almamış ve üstün/özel yetenekli tanısı konulmuş 12 erkek ve 13 kız olmak üzere toplam 25 öğrencinin katılımıyla 2 haftada 32 saat olarak gerçekleştirilmiştir. Veri toplama aracı olarak Aktivite Değerlendirme Formları kullanılmıştır. Aktivite değerlendirme formunda öğrencilerin neler öğrendiği, hangi becerileri elde ettiği, etkinlikten öğrendiklerini nasıl kullanacağı vb. sorular yöneltilmiştir. Yapılan her aktivite için STEM eğitimine yönelik ders planı oluşturulmuş, uygulamada mühendislik tasarım süreci izlenmiş ve aktivite sonrasında öğrencilerin aktivite formlarını doldurmaları sağlanmıştır. Elde edilen nitel veriler betimsel analiz tekniği ile değerlendirilmiştir. Sonuç olarak üstün/özel yetenekli öğrenciler için yapılan STEM eğitiminin öğrencilerin fen ve matematik kazanımları ile yaratıcılık, eleştirel düşünme, işbirliği yapma ve iletişim kurma gibi 21. Yüzyıl becerileri elde etmesini sağladığı tespit edilmiştir.
www.stemokulu.com
www.stemokulu.com