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Building Diverse, Equitable, and Inclusive STEM Communities: Supporting Young Children with Disabilities in STEM Learning

Yıl 2022, Cilt: 41 Sayı: 2, 455 - 492, 30.12.2022

Öz

The number of studies focusing on science, technology, engineering, and mathematics (STEM) has increased and included students from kindergarten to high school along with educational reforms in the last 20 years. However, teaching social-communication and functional skills is still the focus of attention for students with disabilities. In developed countries, it is now mandated for students with disabilities to fully participate and be evaluated in academic programs. Accordingly, in an era where STEM practices are expanded to kindergarten classrooms, it is advocated that STEM foundational skills can be taught to younger children starting at early years of life. For building diversity, equity, and inclusivity in the STEM communities, very young children (0-3 years) with disabilities should also actively be involved in STEM learning process and examples of such implementations with concrete steps to follow should be offered to those parents and professionals in the early intervention field. With this conceptual study, it is intended to help parents of young children with disabilities, early intervention practitioners, special education teachers through provision of practical examples which may later be tested with empirical research.

Kaynakça

  • Alptekin, S. (2012). Teaching the social skills to the mentally retarded students through direct instruction approach. Ondokuz Mayıs University Education Faculty Journal, 31, 1-19. https://dergipark.org.tr/tr/download/article-file/187993
  • Aubrey, C., Godfrey, R. & Dahl, S. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal, 18, 27–46. https://doi.org/10.1007/BF03217428
  • Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46, 11–21. https://www.jstor.org/stable/23880027
  • Balçın, M. D., & Yıldırım, M. (2021). Kaynaştırma öğrencilerinin fen bilimleri dersi STEM çalışmalarının değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22, 307-341. doi: 10.21565/ozelegitimdergisi.660695
  • Barnett, J. H., Trillo, R., & More, C. (2018). Visual supports to promote science discourse for middle and high school students with autism spectrum disorders. Intervention in School and Clinic, 53, 292-299. https://doi.org/10.1177/1053451217736865
  • Bartholomew, A., Papay, C., McConnell, A., & Cease-Cook, J. (2015). Embedding secondary transition in the common core state standards. Teaching Exceptional Children, 47, 329–335. https://doi:10.1177/0040059915580034
  • Barton, A. C., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Educational Research Association, 55, 761-800. https://doi.org/10.3102/0002831218758668
  • Basham, J. D., & Marino, M. T. (2010). Introduction to the topical issue: Shaping STEM education for all students. Journal of Special Education Technology, 25, 1-2. https://doi.org/10.1177/016264341002500301
  • Boutain, A. R., Sheldon, J. B., & Sherman, J. A. (2020). Evaluation of a telehealth parent training program in teaching self-care skills to children with autism. Journal of Applied Behavior Analysis, 53, 1259-1275. https://doi.org/10.1002/jaba.743
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112, 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x
  • Brenneman, K., Lange, A., & Nayfeld, I. (2019). Integrating STEM into preschool education; designing a professional development model in diverse settings. Early Childhood Education Journal, 47, 15-28. https://doi.org/10.1007/s10643-018-0912-z
  • Buck Institute. (2018). What is project-based learning (PBL)? Retrieved 16 March 2014, from http://www.bie.org/about/what_pbl
  • Campbell, P. H., Kennedy, A. A., & Milbourne. S. (2012). CARA’s kit for toddlers. Baltimore, MD: Brookes Publishing Co.
  • Campbell, P. H., Milbourne. S., & Wilcox, M. J. (2008). Adaptation interventions to promote participation in natural settings. Infants and Young Children, 21, 94-106. https://journals.lww.com/iycjournal/Fulltext/2008/04000/Integrating_Assistive_Technology_Into_an.00002.aspx
  • Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly: Overcoming Learning Difficulties, 20, 203–218. https://doi.org/10.1080/10573560490264134
  • Claessens, A. Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415-427. https://doi.org/10.1016/j.econedurev.2008.09.003 Civil Rights Data Collection (CDRC) (2020). Civil rights data for the 2017-18 school year. http://ocrdata.ed.gov.
  • Cooks, R. E., Richardson-Gibbs, A. M., & Dotson, L. N. (2018). Strategies for including children with special needs. Boston, MA: Cengage Learning.
  • Courtade, G. R., Browner, D. M., Spooner, F., & DiBiase, W. (2010). Training teachings to use an inquiry-based task analysis to teach science to students with moderate and severe disabilities. Education and Training in Autism and Developmental Disabilities, 45, 378-399. http://www.jstor.org/stable/23880112
  • Collins, B. C., Karl, J., Riggs, L., Galloway, C. C., & Hager, K. D. (2010). Teaching core content with real-life applications to secondary students with moderate and severe disabilities. Teaching Exceptional Children, 43, 52–59. https://doi.org/10.1177/004005991004300106
  • Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38, 6-13. https://doi.org/10.1177/004005990503800201
  • Çiftçi, A. & Topçu, M. S. (2021). Okul öncesi öğretmen adaylarının STEM eğitimine yönelik zihinsel modelleri ve görüşleri. Milli Eğitim, 50, 41-65. https://dergipark.org.tr/en/pub/ milliegitim/issue/64603/719596
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Bireysel Çeşitliliğin Var Olduğu, Eşitlikçi ve Kapsayıcı STEM Topluluğu İnşa Etmek: Özel Gereksinimli Küçük Çocuklarda STEM Öğrenimini Desteklemek

Yıl 2022, Cilt: 41 Sayı: 2, 455 - 492, 30.12.2022

Öz

Son 20 yılda eğitim alanında yapılan reformlar ile bilim, teknoloji, mühendislik ve matematik (Science, Technology, Engineering, and Mathematics, [STEM]) eğitimi alanlarındaki çalışmaların desteklenmesi önemli bir ivme kazanmıştır ve ilgili düzenlemeler anaokulundan liseye kadar bütün öğrencileri kapsayacak biçimde genişletilmiştir. Ancak sıra özel gereksinimi olan öğrencilerin eğitimine geldiğinde, STEM alanlarındaki eğitim yerine çoğunlukla sosyal beceriler, iletişim becerileri, işlevsel beceriler ve yaşam becerileri odaklı eğitimlere yoğunlaşılmıştır. Özel gereksinimli öğrencilerin de akademik eğitim programına bütünüyle katılıp, değerlendirilmeye alınmaları gelişmiş ülkelerde artık yasal bir zorunluluktur. STEM’e ait uygulamaların anasınıflarına kadar indirildiği bir dönemde ilgili temellerin aslında 0-3 yaş arasında atılabileceği savunulmaktadır. Bireysel çeşitliliğin var olduğu, eşitlikçi ve kapsayıcı STEM topluluğu inşa edebilmek için küçük yaştaki özel gereksinimli çocuklar da sürece dahil edilmeli ve buna yönelik somut uygulamalı adımlar atılarak, ebeveynlerin ve alandaki eğitimcilerin kullanımına sunulacak pratik öneriler verilmelidir. Bu kavramsal çalışmada sunulan örneklerin, ileride deneysel çalışmalarla test edilerek alanda çalışan erken müdahale uzmanlarına, özel eğitim öğretmenlerine ve özel gereksinimli küçük çocukları olan ebeveynlere somut öğretim süreci açısından yol gösterici olacağı düşünülmektedir.

Kaynakça

  • Alptekin, S. (2012). Teaching the social skills to the mentally retarded students through direct instruction approach. Ondokuz Mayıs University Education Faculty Journal, 31, 1-19. https://dergipark.org.tr/tr/download/article-file/187993
  • Aubrey, C., Godfrey, R. & Dahl, S. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal, 18, 27–46. https://doi.org/10.1007/BF03217428
  • Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46, 11–21. https://www.jstor.org/stable/23880027
  • Balçın, M. D., & Yıldırım, M. (2021). Kaynaştırma öğrencilerinin fen bilimleri dersi STEM çalışmalarının değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22, 307-341. doi: 10.21565/ozelegitimdergisi.660695
  • Barnett, J. H., Trillo, R., & More, C. (2018). Visual supports to promote science discourse for middle and high school students with autism spectrum disorders. Intervention in School and Clinic, 53, 292-299. https://doi.org/10.1177/1053451217736865
  • Bartholomew, A., Papay, C., McConnell, A., & Cease-Cook, J. (2015). Embedding secondary transition in the common core state standards. Teaching Exceptional Children, 47, 329–335. https://doi:10.1177/0040059915580034
  • Barton, A. C., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Educational Research Association, 55, 761-800. https://doi.org/10.3102/0002831218758668
  • Basham, J. D., & Marino, M. T. (2010). Introduction to the topical issue: Shaping STEM education for all students. Journal of Special Education Technology, 25, 1-2. https://doi.org/10.1177/016264341002500301
  • Boutain, A. R., Sheldon, J. B., & Sherman, J. A. (2020). Evaluation of a telehealth parent training program in teaching self-care skills to children with autism. Journal of Applied Behavior Analysis, 53, 1259-1275. https://doi.org/10.1002/jaba.743
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112, 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x
  • Brenneman, K., Lange, A., & Nayfeld, I. (2019). Integrating STEM into preschool education; designing a professional development model in diverse settings. Early Childhood Education Journal, 47, 15-28. https://doi.org/10.1007/s10643-018-0912-z
  • Buck Institute. (2018). What is project-based learning (PBL)? Retrieved 16 March 2014, from http://www.bie.org/about/what_pbl
  • Campbell, P. H., Kennedy, A. A., & Milbourne. S. (2012). CARA’s kit for toddlers. Baltimore, MD: Brookes Publishing Co.
  • Campbell, P. H., Milbourne. S., & Wilcox, M. J. (2008). Adaptation interventions to promote participation in natural settings. Infants and Young Children, 21, 94-106. https://journals.lww.com/iycjournal/Fulltext/2008/04000/Integrating_Assistive_Technology_Into_an.00002.aspx
  • Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly: Overcoming Learning Difficulties, 20, 203–218. https://doi.org/10.1080/10573560490264134
  • Claessens, A. Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415-427. https://doi.org/10.1016/j.econedurev.2008.09.003 Civil Rights Data Collection (CDRC) (2020). Civil rights data for the 2017-18 school year. http://ocrdata.ed.gov.
  • Cooks, R. E., Richardson-Gibbs, A. M., & Dotson, L. N. (2018). Strategies for including children with special needs. Boston, MA: Cengage Learning.
  • Courtade, G. R., Browner, D. M., Spooner, F., & DiBiase, W. (2010). Training teachings to use an inquiry-based task analysis to teach science to students with moderate and severe disabilities. Education and Training in Autism and Developmental Disabilities, 45, 378-399. http://www.jstor.org/stable/23880112
  • Collins, B. C., Karl, J., Riggs, L., Galloway, C. C., & Hager, K. D. (2010). Teaching core content with real-life applications to secondary students with moderate and severe disabilities. Teaching Exceptional Children, 43, 52–59. https://doi.org/10.1177/004005991004300106
  • Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38, 6-13. https://doi.org/10.1177/004005990503800201
  • Çiftçi, A. & Topçu, M. S. (2021). Okul öncesi öğretmen adaylarının STEM eğitimine yönelik zihinsel modelleri ve görüşleri. Milli Eğitim, 50, 41-65. https://dergipark.org.tr/en/pub/ milliegitim/issue/64603/719596
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  • Hardy, J. K., & Hemmeter, M. L. (2020). Designing inclusive science activities and embedding individualized instruction. Young Exceptional Children, 23, 119-127. https://doi.org/10.1177/1096250619833988
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  • Jamil, F. M., Linder, S. M. & Stegelin, D.A. (2018). Early childhood teacher beliefs about STEAM education after a professional development conference. Early Childhood Education Journal, 46, 409–417. https://doi.org/10.1007/s10643-017-0875-5
  • Jang, H. (2016). Identifying 21st century STEM competencies using workplace data. Journal of Science Education and Technology, 25, 284-301. https://doi.org/10.1007/s10956-015-9593-1
  • Jimenez, B. A., Lo, Y., & Saunders, A. F. (2014). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism. The Journal of Special Education, 47, 231-244. https://doi.org/10.1177/0022466912437937
  • Johannson, I. (1994). Language development in children with special Needs: Performative communication. Jessica Kingsley Publishers Ltd, London: England.
  • Kasari, C., Rotheram-Fuller, E., Locke, J. & Gulsrud, A. (2012) Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53, 431-439. https://doi: 10.1111/j.1469-7610.2011.02493.x
  • Knight, V. F., Smith B. R., Spooner, F., & Browder, D. (2012). Using explicit instruction to teach science descriptors to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 378-389. https://doi.org/10.1007/s10803-011-1258-1
  • Knight, V. F., Kuntz, E. M., & Brown, M. (2018). Paraprofessional-delivered video prompting to teach academics to students with severe disabilities in inclusive settings. Journal of Autism and Developmental Disorders, 48, 2203–2216. https://doi.org/10.1007/s10803-018-3476-2
  • Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston J. A., & Johnston, R. (2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research and Practice for Persons with Disabilities, 44, 3-19. https://doi.org/10.1177/1540796918825479
  • Leibnitz, G. M. (2022). The inclusive professional framework for societies: Changing mental models to promote diverse, equitable, and inclusive STEM systems change. Frontiers in Sociology, 6, 1-9 https://doi.org/10.3389/fsoc.2021.784399
  • Lerback, J.C., Holt, M.M., St. Pierre, G.A.E. et al., Alvarez, S. (2022) Community voices: Achieving real diversity in STEM requires the ability to transform institutions. Nature Communications, 13, 1-3, 1684. https://doi.org/10.1038/s41467-021-27376-4
  • Marshall, D., Wright, B., Allgar, V., Adamson, J., …, McMillan, D. (2016). Social stories in mainstream schools for children with autism spectrum disorder: a feasibility randomized controlled trial. BMJ Open, 6, 1-10. doi:10.1136/bmjopen-2016-011748.
  • Meltzoff, A. N., Waismeyer, A., & Gopnik, A. (2012). Learning about causes from people: observational causal learning in 24-month-old infants. Developmental Psychology, 48, 1215–1228. https://doi.org/10.1037/a0027440
  • Meyer, L. E., & Ostrosky, M. M. (2016). Impact of an affective intervention on the friendships of kindergarteners with disabilities. Topics in Early Childhood Special Education, 35, 200-210. https://doi.org/10.1177/0271121415571419
  • McWilliam, R. A., Scarborough, A. A., & Kim, H. (2003). Adult interactions and child engagement. Early Education and Development, 14, 7-28. https://doi.org/10.1207/s15566935eed1401_2
  • McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., & Kendall-Taylor, N. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New York: The Joan Gan Cooney Center at Sesame Workshop.
  • McGee, E. O. (2020). Black, brown, bruised: How racialized STEM education stifles innovation. Cambridge, MA: Harvard Education Press.
  • Milbourne, S., & Campbell, P. H. (2007). CARA’s Kit: Creating adaptations for routines and activities. Philadelphia: Thomas Jefferson University, Child and Family Studies Research Programs, Thomas Jefferson University.
  • Milli Eğitim Bakanlığı (MEB) (2018). Özel eğitime ihtiyacı olan bireyler için erken çocukluk özel eğitim öğretim programı. Erişim adresi: http://mufredat.meb.gov.tr/Dosyalar/2020915910732-Erkencocukluk.pdf
  • Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45, 18–35. doi:10.3102/00131 89X16633182
  • Morrell, C. & Parker, C. (2013). Adjusting Micromessages to Improve Equity in STEM. Diversity & Democracy, 16, 1-4. https://www.researchgate.net/profile/Carolyn-Parker/publication/ 273425521_Adjusting_Micromessages_to_Improve_Equity_in_STEM/links/57d882d608ae6399a3992c1f/Adjusting-Micromessages-to-Improve-Equity-in-STEM.pdf
  • National Research Council (1996). National science education standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/4962
  • National Council on Disability. (2017). National disability policy: a progress report. https://ncd.gov/progressreport/2017/national-disability-policy-progress-report-october-2017
  • No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002).
  • Paprzycki, P., Tuttle, N., Czerniak, C. M., Molitor, S., Kadervaek, J., Mendenhall, R. (2017). The impact of a Framework-aligned science professional development program on literacy and mathematics achievement of K-3 students. Journal of Research in Science Teaching, 54, 1174-1196. https://doi.org/10.1002/tea.21400
  • Pektaş, S. (2019). Müzikal etkinliklere dönüştürülmüş sosyal öykü uygulamalarının gelişimsel yetersizliği olan çocuklara sosyal beceri öğretiminde etkililiği [Yayımlanmamış Yüksek Lisans Tezi] İnönü Üniversitesi. http://hdl.handle.net/11616/15241
  • Rakap, S. (2017). Impact of coaching on pre-service teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68, 125-139. https://doi: 10.1177/0022487116685753.
  • Rakap, S., & Rakap-Parlak, A. (2011). Effectiveness of embedded instruction in early childhood special education: A literature review. European Early Childhood Education Research Journal, 19, 79-96. https://doi.org/10.1080/1350293X.2011.548946
  • Riley, D., Slaton, A. E., Pawley, A. L., Johri, A., & Olds, B. M. (2014). Social justice and inclusion: Women and minorities in engineering (pp.335-356). Cambridge Handbook Engineering Education Research, 335–356. https://doi:10.1017/CBO9781139013451.022
  • Rothwell, J. (2013). The hidden STEM economy: Key findings. A New Report from Brookings Metropolitan Policy Program. https://www.brookings.edu/interactives/the-hidden-stem-economy-key-findings/
  • Saxe, R., Tenenbaum, J., & Carey, S. (2005). Secret agents: inferences about hidden causes by 10- and 12-month-old infants. Psychological Science, 16, 995-1001. https://doi:10.1111/j.1467-9280.2005.01649.x. PMID: 16313665.
  • Schertz, H.H., Odom, S., Baggett, K., & Sideris, J. (2013) Effects of Joint Attention Mediated Learning for toddlers with autism spectrum disorders: An initial randomized controlled study. Early Childhood Research Quarterly, 28, 249–258. https://10.1016/j.ecresq.2012.06.006
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  • Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 433-443. https://doi.org/10.1016/j.rasd.2012.10.010
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  • Şardağ, M., Kaya, G., Özcan, H., & Çakmakçı, G. (2020). Matematik ve fen bilimleri öğretmenlerinin kapsayıcı bir eğitim açısından desteklenmesi: Çeşitliliğin ele alınması ve temel değerlerin teşvik edilmesi. Pusula 20 Teknoloji ve Yayıncılık: İstanbul.
  • The National Alliance for Partnerships in Equity (2020). Annual report. https://napequity.org/wp-content/uploads/NAPE-2020-Annual-Report.pdf
  • Uhlenberg, J. M., & Geiken, R. (2021). Supporting young children’s spatial understanding: Examining toddlers’ experiences with contents and containers. Early Childhood Education Journal, 49, 49-60. https://doi.org/10.1007/s10643-020-01050-8
  • Ulusal Bilim, Mühendislik ve Tıp Akademileri [National Academies of Sciences, Engineering and Medicine] (2018). Graduate STEM education for the 21st century. Washington, DC: The National Academies Press. https://doi.org/1017226/25038.
  • Wang, J., & Feigenson, L. (2019). Infants recognize counting as numerically relevant. Developmental Science, 22, 1-10. https://doi.org/10.1111/desc.12805
  • Wells, R., & Kommers, S. (2022). Graduate and professional education for students with disabilities: Examining access to STEM, legal, and health fields in the United States. International Journal of Disability, Development and Education, 69, 672-686. https://doi.org/10.1080/1034912X.2020.1726299
  • Wood, L., Browder, D. M., & Spooner, F. (2020). Teaching listening comprehension of science e-texts for students with moderate intellectual disability. Journal of Special Education Technology, 35, 272-285. https://doi.org/10.1177/0162643419882421
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

Emine Erden 0000-0002-7619-0715

Mustafa Serdar Koksal 0000-0002-2185-5150

Yayımlanma Tarihi 30 Aralık 2022
Kabul Tarihi 8 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 41 Sayı: 2

Kaynak Göster

APA Erden, E., & Koksal, M. S. (2022). Bireysel Çeşitliliğin Var Olduğu, Eşitlikçi ve Kapsayıcı STEM Topluluğu İnşa Etmek: Özel Gereksinimli Küçük Çocuklarda STEM Öğrenimini Desteklemek. Ondokuz Mayis University Journal of Education Faculty, 41(2), 455-492. https://doi.org/10.7822/omuefd.1030032