标题：FeTeMM uygulamalarının Sınıf Öğretmenliği Öğretmen Adaylarının FeTeMM farkındalıklarına, Öz-Yeterliliklerine ve Sorgulama Becerilerine Etkisi / The Effects of STEM Applications on Pre-service Elementary Teachers' STEM Awareness, Self Efficacy and Inquiry Skills
期刊名称：e-International Journal of Educational Research
印刷版ISSN：1309-6265
出版年度：2021
卷号：12
期号：5
页码：160-176
DOI：10.19160/e-ijer.986545
语种：Turkish
出版社：E-International Journal of Educational Research
摘要：The purpose of this study is to investigate the effects of STEM activities on pre-service elementary teachers' STEM awareness, self efficacy and inquiry skills. The pretest/posttest control group design, which is one of the quasi-experimental designs and quantitative research techniques, was used in the study. The sample of the study was composed of a total of 60 pre-service elementary teachers (40 were in experimental, 20 were in control group). The participants were enrolled in a Science Teaching course in 3rd grade of Classroom Teaching program in the first semester of 2019-2020 academic year in Siirt University Elementary Education Department. At the beginning of the study, STEM approach and application steps to prepare STEM activities were introduced to participants in experimental group. Then pre-service elementary teachers prepared their own STEM activities and presented to the other participants. In the control group, traditional approach of Science Teaching course was applied. The activities took place 8 weeks. "STEM Awareness Scale", "Self Efficacy Belief Scale in Science Teaching" and "Inquiry Skills Scale" were applied as pretest and posttest. The data were analyzed using independent samples t-test. As a result of analysis, it was found that statistically significant difference in favor of experimental group on the sub-dimensions of STEM awareness and inquiry skills. There were no statistically significant difference on self efficacy points. Within this context, it was concluded that STEM activities positively affects STEM awareness and inquiry skills.
