Abstract
The aim of this research is to understand how the values and beliefs of science teachers reveal in the classes where STEM activities are applied. For this purpose, a researcher and two science teachers applied STEM activities developed by the researcher for 14 weeks in science applications classes. The science teachers and the researcher work in socio-economically different districts of Ankara, Turkey. In this study, one of the qualitative research methods, self-study design was used. Self-study is a research design that contributes to the teacher's understanding of himself/herself, questioning own practice and professional development by becoming a researcher. Data sources are the life stories of the researcher and the participating teachers, in-class video recordings and post-lesson diaries. The obtained data were analyzed by narrative and content analysis. It was understood from their life stories that environmental and socio-cultural factors were effective in science teachers' choosing their profession. It was seen that there were internal and external factors affecting the values and beliefs of science teachers. As a result, it was seen that the researcher improved himself in terms of classroom management in the classes where STEM activities were applied, and that there was a close relation between values and beliefs and their practices.
Highlights
The importance and popularity of science-engineering-technology and mathematics (STEM) education has been increasing in recent years
This research is believed to contribute to determining the values and beliefs of myself as a science teacher and the participating teachers, to observe how these beliefs-values and practices are revealed or not, to monitor the development of the practices in the classroom: a) What are my values and beliefs as a science teacher? How do these values and beliefs become apparent in the classroom where I use the STEM applications?
Results and Discussion a) What are my values and beliefs as a science teacher? How do these values and beliefs become apparent in the classroom where I use the STEM applications?
Summary
The importance and popularity of STEM (science, technology, engineering, mathematics) education has been increasing in recent years. In this context, countries are trying to include STEM education in their education programs and course contents. The competency of a teacher is considered to be an important factor to succeed in many educational reforms such as the integration of STEM education. Teachers’ competencies here are defined as professional knowledge, professional skills and attitudes-values, which are necessary for the teachers to perform their profession efficiently. Even though the literature emphasizes the importance of teachers in STEM education and pinpoints the need for teachers to develop STEM thinking (NRC, 2011b), STEM teacher development in general has not yet been well defined or carefully
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