Probleme Dayalı STEM Uygulamalarının Fen Bilgisi Öğretmen Adaylarının STEM Eğitimi Hakkındaki Görüşlerine Etkisi

Abstract

STEM educators' views on STEM education shape their use of methods and tools required to enable students to acquire 21st-century skills. Therefore, STEM educators' views on 'STEM education, interdisciplinary connections and integration of STEM disciplines into the curriculum' are essential. This study examines the effect of problem-based STEM implementations on pre-service science teachers' views on STEM education. For this purpose, a pre-test-post-test design without a control group was used as the research design. The study participants were 3rd-year pre-service teachers (19 female, 8 male) registered in the science teaching programme at a state university. To determine pre-service teachers' views on STEM education, individual interviews were conducted with pre-service teachers before and after the implementation. According to the study results, it was determined that the problem-based STEM implementations positively improved pre-service teachers' awareness of STEM education, their perspectives on the connections between the four fundamental disciplines of STEM, and their views on integrating the STEM approach into the curriculum.