Steam Dersi
Gema Shisila
STEAM bilim, teknoloji, mhendislik, sanat ve matematik kavramlarının İngilizce karşılıklarının baş harflerinden meydana gelen bir akronimdir. Disiplinlerarası, bağlantılı ve btncl bir dşnme şekli anlamına gelir. İlgili literatrde sosyal bilgiler ve STEAM ilişkisine ilişkin alışmalar vardır. Ancak; sosyal bilgiler dersi ğretim programını STEAM aısından yeterli dzeyde ele alan bir alışma yoktur. Bu bağlamda araştırmanın amacı; mevcut programın STEAM kapsamında incelenmesidir. Araştırmada nitel araştırma yntemlerinden durum alışması yntemi kullanılmıştır. Veriler dokman incelemesi tekniği ile toplanmıştır. Veriler ncelikle ierik analiz tekniği ile analiz edilmiştir. İlave analiz stratejisi olarak betimsel analiz kullanılmıştır. Geerlilik ve gvenirlik sağlanmış, araştırmacının rol belirtilmiş ve etik durumlara dikkat edilmiştir. Araştırmanın sonularına gre; 2018 sosyal bilgiler dersi ğretim programı (zel amalar, beceriler, değerler, dikkat edilecek hususlar, ğrenme alanları ve kazanımlar) STEAM aısından uygundur. Yani; Trkiye zelinde sosyal bilgiler dersi ğretim programı ve STEAM ilişkisi gldr. Ancak; programın genel yapısının STEAM ile gl ilişkisi zel amalara yansımamıştır. Bu sonular bağlamında program yapıcılara, uygulayıcılara ve araştırmacılara eşitli nerilerde bulunulmuştur.
STEAM is an acronym consisting of the initials of the English equivalents of science, technology, engineering, art, and mathematics. It means an interdisciplinary, connected, and holistic way of thinking. In the related literature, there are studies on the relationship between social studies and STEAM. However, no study adequately addresses the social studies curriculum in terms of STEAM. In this context, the aim of the research is; is the review the current program within the scope of STEAM. The case study method, one of the qualitative research methods, was used in the research. Data were collected by document analysis technique. The data were analyzed with the content analysis technique. Descriptive analysis was used as an additional analysis strategy. Validity and reliability were ensured, the role of the researcher was stated, and ethical considerations were taken into consideration. According to the research results, The 2018 social studies course curriculum (specific objectives, skills, values, points to be considered, themes, and acqusitions) is suitable for STEAM. Well, In Turkey, the relationship between social studies course curriculum and STEAM is strong. However, The strong relationship of the general structure of the curriculum with STEAM needs to be reflected in the specific objectives. In the context of these results, various suggestions were made to program makers, practitioners, and researchers.
STEAM is one of the teaching strategies frequently used in science education in recent years to ensure the development of students of different ages and characteristics. This study aimed to reveal the effect of STEAM-based activities on gifted students' STEAM attitudes, cooperative working skills, and career choices. For this purpose, a single group pre-test post-test design was used. Thirty-seven secondary school fifth-grade students (10-11 years old) diagnosed as gifted participated in the research. STEAM-based activities were applied to the students for ten weeks. STEAM Attitude Scale, Cooperative Learning Process Scale, and an open-ended question form for career choices were used as data collection tools. The Wilcoxon Signed Rank Test was used for the quantitative data analysis, and thematic analysis was used for qualitative data. At the end of the application, it was observed that the students' attitudes toward STEAM increased; cooperative working skills improved; they turned to STEAM disciplines in their career choices. It is recommended to give STEAM education to gifted students from an early and guide them to shape their careers.
Azkin, Z. (2019). Steam (fen-teknoloji-mhendislik-sanat-matematik) uygulamalarının ğrencilerin sanata ynelik tutumlarına, steam anlayışlarına ve mesleki ilgilerine etkisinin incelenmesi [Examining the effects of steam (science-technology-engineering-art-mathematics) applications on students' attitudes towards art, their understanding of steam and their professional interests]. (Master's thesis, Fen Bilimleri Enstits). Karamanoğlu MehmetBey University.
Bykztrk, Ş. (2013). Sosyal bilimler iin veri analizi el kitabı istatistik, araştırma deseni spss uygulamaları ve yorum [Data analysis handbook for social sciences statistics, research design spss applications and interpretation]. Ankara: Pegem A Yayıncılık.
Colangelo, N., Assouline, S. G., & Gross, M. (2004). A nation deceived: How schools hold back America's brightest students. The Templeton National Report on Acceleration. The University of Iowa, Iowa City: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
Coleman, A. L. (2014). An exploration of the factors that motivate gifted and talented Black males to engage in science, technology, engineering and mathematics in a gifted, residential community. Illinois Math and Science Academy: DigitalCommons@IMSA.
Halla, S. (2019). Disiplinlerst bir STEAM yaklaşımı ile hazırlanmış ğretim programının ğrencilerin fizik kavramlarını ğrenmelerine, bilime karşı tutumlarına, STEAM tutumlarına ve kariyer seimlerine etkisinin incelenmesi [Investigation of the effects of the curriculum prepared with a supradisciplinary STEAM approach on students' learning physics concepts, their attitudes towards science, their STEAM attitudes and career choices]. Marmara University Instıtute of Education, Istanbul, Turkey.
National Association for Gifted Children. (2009). State of the nation in gifted education: How states regulate and support programs and services for gifted and talented students [An executive summary of the State of the states report]. National Association for Gifted Children, 1-4.
zkan, G. (2020). Fen, teknoloji, mhendislik, sanat ve matematik uygulamalarının ğrencilerin kavramsal anlamalarına, meslek algılarına ve yaratıcı dşncelerine etkisi [The effects of science, technology, engineering, art and mathematics applications on students' conceptual understanding, profession perceptions and creative thoughts]. [Unpublished doctoral dissertation], Yıldız Teknik University.
Parlakay, E. S. (2017). FeTeMM (STEM) uygulamalarının beşinci sınıf ğrencilerinin sorgulayıcı ğrenmelerine, motivasyonlarına ve'canlılar dnyasını gezelim ve tanıyalım'nitesindeki akademik başarılarına etkisi [The effect of the applications on the inquiry learning, motivation and academic achievement of the fifth grade students in the unit of 'Let's travel and get to know the living world'.]. Fen Bilimleri Enstits, Hatay.
Parlakay, E. S. (2017). FeTeMM (STEM) uygulamalarının beşinci sınıf ğrencilerinin sorgulayıcı ğrenmelerine, motivasyonlarına ve'canlılar dnyasını gezelim ve tanıyalım'nitesindeki akademik başarılarına etkisi [The effect of STEM (STEM) applications on fifth grade students' inquiry learning, motivation and academic achievement in the unit of 'Let's travel and get to know the living world']. Fen Bilimleri Enstits, Hatay.
Rehmat, A. P. (2015). Engineering the Path to Higher-Order Thinking in Elementary Education: A Problem-Based Learning Approach for STEM Integration (Publication No. 1734004410) [Doctoral dissertation, University of Nevada]. ProQuest Dissertations Publishing.
LinkedIn and 3rd parties use essential and non-essential cookies to provide, secure, analyze and improve our Services, and to show you relevant ads (including professional and job ads) on and off LinkedIn. Learn more in our Cookie Policy.
The Combined Cycle Power Plant or combined cycle gas turbine, a gas turbine generator generates electricity and waste heat is used to make steam to generate additional electricity via a steam turbine. The gas turbine is one of the most efficient one for the conversion of gas fuels to mechanical power or electricity. The use of distillate liquid fuels, usually diesel, is also common as alternate fuels
More recently, as simple cycle efficiencies have improved and as natural gas prices have fallen, gas turbines have been more widely adopted for base load power generation, especially in combined cycle mode, where waste heat is recovered in waste heat boilers, and the steam used to produce additional electricity
Combined cycle power plant as in name suggests, it combines existing gas and steam technologies into one unit, yielding significant improvements in thermal efficiency over conventional steam plant. In a CCGT plant the thermal efficiency is extended to approximately 50-60 per cent, by piping the exhaust gas from the gas turbine into a heat recovery steam generator.
First step is the same as the simple cycle gas turbine plant. An open circuit gas turbine has a compressor, a combustor and a turbine. For this type of cycle the input temperature to turbine is very high. The output temperature of flue gases is also very high.
This air is drawn though the large air inlet section where it is cleaned cooled and controlled. Heavy-duty gas turbines are able to operate successfully in a wide variety of climates and environments due to inlet air filtration systems that are specifically designed to suit the plant location.
Corrosive Agents:
Chlorides, nitrates and sulfates can deposit on compressor blades And may result in stress corrosion attack and/or cause corrosion Pitting. Sodium and potassium are alkali metals that can combine with Sulfur to form a highly corrosive agent and that will attack portions of the hot gas path. The contaminants are removed by passing through various types of filters which are present on the way.
The air which is purified then compressed and mixed with natural gas and ignited, which causes it to expand. The pressure created from the expansion spins the turbine blades, which are attached to a shaft and a generator, creating electricity.
d3342ee215