Implementing STEAM Activities with Biology Teachers in the Context of Ecology
Ganime Aydın - Çanakkale Onsekiz Mart University - ORCID
Gamze Tezcan - Çanakkale Onsekiz Mart University - ORCID
Fehime Sevil Yalçın - Çanakkale Onsekiz Mart University - ORCID
Abstract
This study investigates the impact of ecology-based STEAM (Science, Technology, Engineering, Art, and Mathematics) activities on biology teachers’ ecological citizenship, STEAM awareness, and attitudes toward art education. Designed as a convergent parallel mixed-methods study, it involved 26 in-service biology teachers from diverse regions in Türkiye. Quantitative data were collected using three validated instruments: the Ecological Citizenship Scale, the STEM Awareness Scale for Secondary School Teachers, and the Attitude Toward Art Education Scale, applied as pre- and post-tests. Qualitative data was obtained through teachers’ daily reflections, focus group interviews, and lesson plans developed during the training.The results showed significant improvements in teachers' ecological citizenship, STEM awareness, and attitudes toward art education. Teachers appreciated the interdisciplinary nature and classroom applicability of the 26 STEAM activities conducted over six days. While participants expressed high motivation to integrate STEAM practices, some lesson plans revealed insufficient interdisciplinary alignment, particularly in incorporating engineering, mathematics, and technology components. The findings highlight the potential of STEAM-based professional development to support both environmental awareness and pedagogical growth. However, the study also underscores the need for ongoing support in curriculum literacy and integrated instructional design to ensure the effective adoption of STEAM approaches in science education.
Keyword: STEAM education
Referencias
Aydın, G (2020). Prerequisites for elementary school teachers before practicing STEM education with students: A case study. Eurasian Journal of Educational Research, 20(88), 1-40. DOI: 10.14689/ejer.2020.88.1
Alanazi, HM (2019). A study of the pre-service trainee teachers’ problems in designing lesson plans. AWEJ, 10(1). https://doi.org/10.2139/ssrn.3367545
Ali, MI, Ismail, A, & Nurfadila, MY (2025). The effect of STEAM-based environmental learning on students’ ecoliteracy level at SDI Hartaco Indah Makassar. Journal of Innovative and Creativity, 5(2), 11280–11288.
Ariza, JÁ, & Olatunde-Aiyedun, TG (2024). A systematic literature review on STEAM pre-and in-service teacher education for sustainability: Are teachers ready? Eurasia Journal of Mathematics, Science and Technology Education, 20(9), em2498. https://doi.org/10.29333/ejmste/14155
Arpaci, I, …, & Bahari, M (2023). An experimental study on the implementation of a STEAM-based learning module in science education. Sustainability, 15(8), 6807. https://doi.org/10.3390/su15086807
Ay, F, & Erik, NY (2020). Üniversite öğrencilerinin küresel ısınma ve iklim değişikliğine yönelik bilgi ve algı düzeyleri. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 44(2).
Aykanat, E (2018). Okul öncesi öğretmenlerinin sanat eğitimine yönelik tutumlarını belirlemek üzere ölçek geliştirme çalışması (Yayınlanmamış yüksek lisans tezi). Başkent Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Ayverdi, L, …, & Önder, EY (2024). Sürdürülebilir Kalkınma Amaçları Bağlamında STREAM Yaklaşımına Yönelik Öğretim Tasarımlarının Geliştirilmesinde Fen Bilimleri Öğretmenlerinin Görüşleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (62), 3005-3033. https://doi.org/10.53444/deubefd.1482764
Baek, S (2023). Fostering students’ environmental competencies through a plant STEAM education program in Korean elementary schools. Asia-Pacific Science Education, 9(2), 488-520. https://doi.org/10.1163/23641177-bja10069
Baş, T, & Akturan, U (2017). Sosyal bilimlerde bilgisayar destekli nitel araştırma yöntemleri. Seçkin Yayıncılık.
Bildiren, Ş, & Sargıncı, M (2022). İklim değişikliğine bağlı olarak gelişen su sıkıntısına alternatif bir çözüm önerisi: Atmosferik su hasadı. Düzce Üniversitesi Süs ve Tıbbi Bitkiler Botanik Bahçesi Dergisi, 1(1), 21–29.
Bozdoğan, AE, & Yıldırım, A (2020). Öğretmen adaylarının öğretim programı okuryazarlığı düzeylerinin değerlendirilmesi. Eğitimde Kuram ve Uygulama, 16(1), 23–41. https://doi.org/10.17244/eku.654789
Bulut, G (2024). Çevre eğitimi konulu STEM etkinliklerinin ortaokul öğrencilerinin çevre sorunlarına yönelik tutumları, STEM algıları ve öğrenme sorumluluklarına etkisi ile bilişsel yapıları ve görüşlerinin incelenmesi (Yüksek lisans tezi). Balıkesir University, Institute of Educational Sciences.
Bush, SB, & Cook, KL (2019). Structuring STEAM Inquiries: Lessons Learned from Practice. In MS Khine, & S Areepattamannil (eds) STEAM Education. Springer, Cham. https://doi.org/10.1007/978-3-030-04003-1_2
Colucci-Gray, L, ..., & Gray, DS (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: How can school curricula be broadened towards a more. British Educational Research Association. https://doi.org/10.13140/RG.2.2.22452.76161
Connelly, FM, Fang, H, & He, MF (2020). Curriculum literacy in global contexts. In F. M. Connelly (Ed.), The Sage handbook of curriculum and instruction (pp. 103–119). SAGE Publications.
Creswell, JW, & Creswell, JD (2018). Research design: Qualitative, quantitative, and mixed methods approach (5th ed). SAGE Publications.
Çapar, G (2019). İklim değişikliği eğitim modülleri serisi 8: Su kaynakları yönetimi ve iklim değişikliği.
Çilek, E (2019). Atmosferdeki sıcaklık değişiminde rol oynayan gazların etkisi: Bir STEM etkinliği. Araştırma Temelli Etkinlik Dergisi, 9(2), 109–131.
Çevik, M (2017). A study of STEM Awareness Scale development for high school teachers Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması. Journal of Human Sciences, 14(3), 2436-2452. DC: World Bank. https://doi.org/10.1596/978-1-4648-0342-0
Çorlu, MS, Capraro, RM, & Capraro, MM (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74–85.
Dallı, A (2019). Madde döngüleri ve çevre sorunları konusunda STEM yaklaşımına dayalı öğretim tasarımı (Master's thesis, Bursa Uludag University (Turkey).
Doğal Hayatı Koruma Vakfı (WWF-Türkiye). (2020). Korumazsak kaybederiz: Sürdürülebilir bir Türkiye için korunan alanlar hedef: 2030’a kadar.
Erdoğan, S (2020). STEAM ve sanat eğitimi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (44), 303–316.
Gottfried, MA (2015). Chronic absenteeism in the classroom context: Effects on achievement. Urban Education, 54(1), 3–34. https://doi.org/10.1177/0042085915618709
Green, C, Medina-Jerez, W, & Bryant, C (2016). Cultivating environmental citizenship in teacher education. Teaching Education, 27(2), 117-135. https://doi.org/10.1080/10476210.2015.1043121
Green, SB, & Salkind, NJ (2003). Using SPSS for windows and macintosh: analyzing and understanding data (3rd ed). Upper Saddle River, NJ: Prentice Hall.
Gülhan, F (2023). Environmental sustainability in science education in the Anthropocene: A view from STEAM education. Science Insights Education Frontiers, 14(2), 2129–2143. https://doi.org/10.15354/sief.23.re088
Hales, T (2001). The Honeycomb Conjecture. Discrete Comput Geom, 25, 1–22. https://doi.org/10.1007/s004540010071
Hamarat, E (2019). 21 yüzyıl becerileri odağında Türkiye’nin eğitim politikaları.
Hasanah, SS, Riandi, AP, & Kaniawati, I (2022). STEM training for lesson plan on bioplastic and environment: Does it affect the teachers? Moroccan Journal of Chemistry, 10(3), 10–3. https://doi.org/10.48317/IMIST.PRSM/morjchem-v10i3.33144
Henriksen, D (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1(2), Article 15. https://doi.org/10.5642/steam.20140102.15
Herro, D, Quigley, C, & Cian, H (2019). The challenges of STEAM instruction: Lessons from the field. Action in Teacher Education, 41(2), 172-190. https://doi.org/10.1080/01626620.2018.1551159
Hetland, L, & Winner, E (2004). Cognitive transfer from arts education to nonarts outcomes: Research evidence and policy implications. In Handbook of research and policy in art education (pp. 135-161). Routledge.
Karatekin, K, & Uysal, C (2018). Ekolojik vatandaşlık ölçeği geliştirme çalışması. International Electronic Journal of Environmental Education, 8(2), 82–104.
Kelley, TR, & Knowles, JG (2016). A conceptual framework for integrated STEM education. International Journal of STEM education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z
Keum, JH, & Baek, S (2025). Enhancing environmental competence through a STEAM climate change education program in lower elementary grades. Asia-Pacific Science Education, 11(1), 203–228. https://doi.org/10.1163/23641177-bja10095
Kilinç, S (2018). Exploring of STEM readiness of a faculty of education in turkey (Doctoral dissertation, Middle East Technical University).
Land, MH (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547–552. https://doi.org/10.1016/j.procs.2013.09.317
Liao, TT (2016). Editorial overview. Journal of Educational Technology Systems, 45(1), 3-4. https://doi.org/10.1177/0047239516654806
Lin, CL, & Tsai, CY (2021). The effect of a pedagogical STEAM model on students’ project competence and learning motivation. Journal of Science Education and Technology, 30(1), 112-124. https://doi.org/10.1007/s10956-020-09885-x
Livingston, SA (2014). Equating test scores (without IRT). Educational testing service.
Margot, KC, & Kettler, T (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2
Mochizuki, Y, & Bryan, A (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4-26. https://doi.org/10.1177/0973408215569109
MEB (2024). Türkiye Yüzyılı Maarif Modeli Öğretim Programları.
OECD (2024). Education at a glance 2024: OECD indicators. OECD Publishing.
ÖSYM (2023). 2023-YKS sınav sonuçlarına ilişkin sayısal bilgiler.
Öztürk, C (2019). Öğretim programı okuryazarlığı: Kavramsal bir çözümleme. Eğitim ve Gelecek Dergisi, 15(4), 54–67. https://doi.org/10.30786/jeg.513479
Runco, MA, & Charles, RE (1997). Developmental trends in creative potential and creative performance. In The creativity research handbook (Vol. 1, pp. 115–152).
Stohlmann, M, Moore, T J, & Roehrig, GH (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), Article 4. https://doi.org/10.5703/1288284314653
Şahin Taşkın, C (2017). Exploring pre service teachers’ perceptions of lesson planning difficulties. Journal of Education and Practice, 8(12), 59–67.
Suri, H (2011). Purposeful sampling in qualitative research synthesis. Qualitative research journal, 11(2), 63-75. https://doi.org/10.3316/QRJ1102063
TEDMEM (2023). Bir bakışta eğitim 2023 (TEDMEM Eğitim Raporu).
TÜBİTAK (2023). Biyoloji Öğretmenleriyle EKO-STEAM.
United Nations Framework Convention on Climate Change (1992). United Nations Treaty Series, vol. 1771, pp. 107–. Entered into force March 21, 1994.
Un World Water Development Report (2020).
Videla, R, Aguayo, C, & Veloz, T (2021, September). From STEM to STEAM: An enactive and ecological continuum. In Frontiers in Education, 6, 709560. Frontiers Media SA. https://doi.org/10.3389/feduc.2021.709560
World Health Organization [WHO] (2018). 9 out of 10 people worldwide breathe polluted air, but more countries are taking action.
Wilson, SM (2016). Measuring instructional practice: Looking back and looking ahead. Educational Researcher, 45(1), 26–31. https://doi.org/10.3102/0013189X16665619
World Economic Forum (2019). What are the 21st-century skills every student needs? Erişim.
Worl Economic Form (2025). The Future of Jobs Report.
WWF-Türkiye (2021). Korumazsak Kaybederiz: Sürdürülebilir bir Türkiye için korunan alanlar — Hedef: 2030’a kadar]. WWF-Türkiye.
Yıldırım, A, & Şimşek, H (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. baskı). Seçkin.
Yıldırım, A, & Şimşek, H (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin.
Yıldırım, B (2019). Fen bilgisi öğretmen adaylarının STEM eğitiminde biyomimikri uygulamalarına yönelik görüşleri. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 39(1), 63-90.
Yüksel, Ş (2021). Program okuryazarlığı bağlamında öğretmen yeterlikleri: Derinlemesine bir inceleme. Kuram ve Uygulamada Eğitim Yönetimi, 27(4), 651–672. https://doi.org/10.14527/kuey.2021.024