Abstract

The aim of the research was to examine pre-service primary teachers' experiences while creating a STEM design. The effect of the STEM design process on the STEM self-efficacy levels of pre-service teachers and the associating levels of the created designs with STEM dimensions were also examined. 52 pre-service teachers were the participants of this study. Data were obtained from the teacher STEM self-efficacy scale, open-ended forms, and designs associated with the STEM fields rubric. It was determined that the STEM design experience significantly increased the pre-service teachers' self-efficacy. The pre-service primary teachers had difficulties identifying the problem, choosing tools, calculating costs during the design process, and discussing their lack of knowledge and experience. They associated their designs well with science and mathematics but not with technology and engineering. During the design process, they faced challenges in identifying the problem, selecting appropriate tools, and estimating costs, which they attributed to their lack of knowledge and experience. Thus, examining the competencies of pre-service teachers teaching STEM approach is suggested, especially by supporting technology and engineering dimensions more and guiding them with sample practices.          

Keywords

References

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