Öğretmen Adaylarının STEM Öğretimiyle İlgili Özyeterlik Farkındalık ve Yönelimlerinin Çeşitli Değişkenler Açısından İncelenmesi
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The main purpose of education methods is raising cognitive awareness of students that can move up with times and can make contributions to the development of countries. In the process of teaching and learning it is the main principle that raising some individuals’ creativeness, their communication skills, and critical thinking enable them to work cooperatively, realistic and can solve problems. From early childhood education to high school creating an interdisciplinary learning environment is one of the main steps to develop our country. STEM education is revealed to raise individuals to have some areas of a profession like science, mathematics, engineering, and technology. Interdisciplinary learning could be possible by synthesizing science, technology, engineering and mathematics. Publication of STEM Education Report in 2016 is the first step for applying STEM education in Turkey. Teacher’s ability to teach STEM education to the students mainly depends on the education in the education faculties. The education that pre-service teachers get is directly affects STEM education in middle school. With this concept, the purpose of this research is to view pre-science and pre-class teachers’ self-sufficiency, awareness, and orientations in STEM education among some variables like gender, university, the faculty they get. The method of the research is the descriptive mixed method. As a result of this research, there is not a difference between pre-service teachers’ self-sufficiency, awareness, and orientations in STEM education among some variables. In addition, pre-service teachers’ self-sufficiency, awareness, and orientations in STEM education is generally at intermediate level.