Stem eğitim modelinin ülkelerin kalkınma ve gelişmişlik düzeyine etkisinin incelenmesi ve Singapur örneği
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Date
2022
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İstanbul Ticaret Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Bilimsel birçok araştırma, eğitim politikalarının ülkelerin kalkınmasındaki unsurlardan olan ekonomik büyüme, gelişmişlik seviyesi, toplumsal refah düzeyi arasında doğrusal bir ilişki olduğunu göstermektedir. Endüstri 4.0 devrimi ile üretimde dijitalleşme ve akıllı teknolojiler sanayi altyapısına entegre edilmiş, buna bağlı olarak yeni mesleklerin ortaya çıkmasıyla birlikte, 21. yüzyıldaki farklı becerilerle donatılmış bireylerin yetiştirilmesi ihtiyacı ortaya çıkmıştır. Küresel alandaki dijitalleşme ile gelen bu büyük değişim dalgası ülkelerin eğitim politikalarının oluşumunu önemli derecede etkilemiştir. Ülkeler böylece Endüstri 4.0 sürecinin eğitime olan yansımalarına odaklanarak çeşitli strateji ve politikalar geliştirmek zorunda kalmışlar; bu zorunluluk kapsamında STEM eğitim modeli üzerinde yoğunlaşıp Eğitim_4.0 olarak eğitim ve öğretim sistemlerine entegrasyon çalışmaları başlatmışlardır. Küresel dünyada STEM eğitimiyle Endüstri 4.0 devrimiyle gereksinim duyulan nitelikli ve 21.yüzyıl becerileri kazandırılmış işgücü yetiştirilmesi, ülkelerin öncelikli politikaları ve yatırımları arasına girmiştir. STEM eğitim modelinde, teknoloji, fen bilimleri, matematik ve mühendislik dersleri ile öğrencilerin edindikleri bilgileri bir bütünün parçası olarak görmesini sağlamak, soru sorabilmek, yaratıcı düşünerek çözümler üretip bu çözümleri ürünlere dönüştürebilmek ve buluş yapabilmek üzerinde bilgi ve beceriler kazandırma hedeflenmektedir. STEM anaokulundan üniversiteye kadar eğitimin her aşamasında uygulanabilmektedir. Ülkeler STEM eğitimi metodunu uygulayarak nitelikli işgücü yetiştirme gereksinimini çok daha effektif olarak karşılayarak ekonomik açıdan çok daha hızlı büyümeyi hedeflemektedir. Bu alanda en iyi örnek ülke olan Singapur’un STEM eğitimi ile beşeri sermayeye yaptığı eğitim yatırımları; kişisel gelirlerde, halkın refah seviyesinde ve bütün sektörlerin verimliliğinde büyük artış ile kalkınma ve ekonomik büyüme olarak ülkeye geri dönüşüm sağlamıştır. Bu çalışmamızda STEM (Fen, Teknoloji, Mühendislik, Matematik) eğitiminin Endüstri 4.0’ın gerektirdiği iş gücü ve ekonomiyle bağlantıları ve kalkınmadaki önemi ile bu alanda başarılı bir örnek olan Singapur’da eğitim ve kalkınma ilişkisi analiz edilmiştir. Anahtar Kelimeler: STEM Eğitim Modeli, STEAM, Kalkınma, Gelişmişlik Düzeyi, Küresel Rekabet, Endüstri 4.0, 21. Yüzyıl Becerileri, Singapur
Many scientific studies show that there is a linear relationship between economic growth, development level and social welfare, which are the factors in the development of countries, of education policies. With the Industry 4.0 revolution, digitalization and smart technologies in production have been integrated into the industrial infrastructure, and with the emergence of new professions, the need to train individuals equipped with different skills in the 21st century has emerged. This great wave of change that came with the digitalization in the global arena has had a significant impact on the formation of the education policies of the countries. Thus, countries had to develop various strategies and policies by focusing on the reflections of the Industry_4.0 process on education; Within the scope of this necessity, they focused on the STEM education model and started integration studies into education and training systems as Education_4.0. In the global world, raising a qualified workforce with 21st century skills needed with STEM education and the Industry 4.0 revolution has become one of the priority policies and investments of countries. In the STEM education model, it is aimed to enable students to see the knowledge they have acquired through technology, science, mathematics and engineering courses as a part of a whole, to ask questions, to produce solutions by thinking creatively and to turn these solutions into products, and to gain knowledge and skills on invention. STEM can be applied at every stage of education, from kindergarten to university. By applying the STEM education method, countries aim to grow much faster economically by meeting the need to train qualified workforce much more effectively. Singapore, which is the best exemplary country in this field, invests in STEM education and human capital; It has provided a return to the country as development and economic growth with a great increase in personal income, the welfare level of the people and the productivity of all sectors. In this study, the connection of STEM (Science, Technology, Engineering, Mathematics) education with the workforce and economy required by Industry_4.0 and its importance in development and the relationship between education and development in Singapore, which is a successful example in this field, are analyzed.Keywords: STEM Education Model, STEAM, Development, Level of Development, Global Competition, Industry 4.0, 21st Century Skills, Singapore
Many scientific studies show that there is a linear relationship between economic growth, development level and social welfare, which are the factors in the development of countries, of education policies. With the Industry 4.0 revolution, digitalization and smart technologies in production have been integrated into the industrial infrastructure, and with the emergence of new professions, the need to train individuals equipped with different skills in the 21st century has emerged. This great wave of change that came with the digitalization in the global arena has had a significant impact on the formation of the education policies of the countries. Thus, countries had to develop various strategies and policies by focusing on the reflections of the Industry_4.0 process on education; Within the scope of this necessity, they focused on the STEM education model and started integration studies into education and training systems as Education_4.0. In the global world, raising a qualified workforce with 21st century skills needed with STEM education and the Industry 4.0 revolution has become one of the priority policies and investments of countries. In the STEM education model, it is aimed to enable students to see the knowledge they have acquired through technology, science, mathematics and engineering courses as a part of a whole, to ask questions, to produce solutions by thinking creatively and to turn these solutions into products, and to gain knowledge and skills on invention. STEM can be applied at every stage of education, from kindergarten to university. By applying the STEM education method, countries aim to grow much faster economically by meeting the need to train qualified workforce much more effectively. Singapore, which is the best exemplary country in this field, invests in STEM education and human capital; It has provided a return to the country as development and economic growth with a great increase in personal income, the welfare level of the people and the productivity of all sectors. In this study, the connection of STEM (Science, Technology, Engineering, Mathematics) education with the workforce and economy required by Industry_4.0 and its importance in development and the relationship between education and development in Singapore, which is a successful example in this field, are analyzed.Keywords: STEM Education Model, STEAM, Development, Level of Development, Global Competition, Industry 4.0, 21st Century Skills, Singapore
Description
Tez (Yüksek Lisans) -- İstanbul Ticaret Üniversitesi -- Kaynakça var.
Q 183.4.S55/E36
Q 183.4.S55/E36
Keywords
Science_Study and teaching (Higher)_Singapore, Bilim_Öğrenim ve öğretim (Yüksek)_Singapur, Engineering_Study and teaching (Higher)_Singapore, Mühendislik_Öğrenim ve öğretim (Yüksek)_Singapur, Technology_Study and teaching (Higher)_Singapore, Teknoloji_Öğrenim ve öğretim (Yüksek)_Singapur, Mathematics_Study and teaching (Higher)_Singapore, Matematik_Öğrenim ve öğretim (Yüksek)_Singapur, Bilim
