Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstits, Gzel Sanatlar Eğitimi Ana Bilim Dalı, Turkey
Approval Date:
Thesis Language: Turkish
Student: İSMAİL HELVACI
Supervisor: Meliha Yılmaz
Abstract:STEAM involving the integration of Arts into Science, Technology, Engineering, and Mathematics disciplines is an interdisciplinary area approach. The purpose of this study is to determine the effect of Visual Arts education provided based on activities developed within the scope of the STEAM approach on attitudes towards the disciplines making up this approach and to identify views on the STEAM approach. The study was conducted in a state school located in the central district of a province in the Western Black Sea region of Turkey in the second semester of the academic year. The experiment carried out within the scope of the Visual Arts course lasted six weeks with one course hour per week. The study group consisted of 48 sixth graders (25 experimental group students and 23 control group students). The study employed the embedded mixed design. The quantitative part of the study involved pretest-posttest control group quasi-experimental design while its qualitative part included a case study. The quantitative data obtained from STEAM Attitude Scale, formed by a combination of STEM Attitude Scale and Arts Attitude Scale, and Product Evaluation Rubric were analyzed through dependent/independent groups t-test and ANCOVA. The qualitative data obtained from Semi-Structured Interview Form and End-of-Activity Opinions Form were analyzed
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through content analysis. While the quantitative data were predicted via SPSS, the qualitative data were analyzed via Nvivo. At the end of the study, a significant difference in favor of the posttest was found between the STEAM Attitude Scale pretest and posttest score averages of the experimental group students. The analysis concerning the posttest scores where the pretest scores of the experimental and control groups were assigned as covariant detected a significant difference in favor of the experimental group. The scores obtained by the experimental group students from Product Evaluation Rubric pointed to improvement in product design skills and creativity through the process. Based on these findings, it was concluded that education provided through the STEAM approach improves individuals’ attitudes towards Science, Technology, Engineering, Arts, and Mathematics disciplines that constitute STEAM. The examination of the interviewed experimental group students’ opinions about STEAM and the STEAM disciplines before and after the experiment indicated that the students either did not express any opinions about STEAM and the STEAM disciplines or had inadequate knowledge of them before the experiment involving activities based on the STEAM approach. After the experiment, on the other hand, the participants made thorough statements about Science, Technology, Engineering, Arts, and Mathematics disciplines, made mention of the integration of Arts, Science, and Engineering disciplines, and were seen to have extensive views of arts. A positive change and improvement were observed in attitude towards Arts, which was the focus of the study. The individuals undergoing Visual Arts education based on activities developed within the scope of the STEAM approach expressed positive opinions about the experiment process. Many participants said that they wanted to go on with the activities and the process. Based on the obtained data, recommendations are provided to researchers for them to conduct research that will enrich the literature in this field and enhance success through newly-designed processes and to curriculum designers for them to provide continuance of STEAM and to define and strengthen its position in the teaching process.
Keywords : Art education, elementary education, STEAM approach, interdisciplinary approach.
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