Evaluation of pre-service teachers' views on STEM education

Abstract

This study aimed to evaluate pre-service science teachers' views on STEM education. Data were collected at the end of each activity and the end of the training with evaluation sheets. The collected data were analyzed with the content analysis method and interpreted with percentage and frequency values. The research method is a case study. Participants received four weeks of practical training, including STEM activities. Based on the data collected, it was determined that teacher candidates did not have a negative perception of STEM activities, that they had difficulty in activities that required handcraft, and that it contributed positively to their interdisciplinary perspectives. They also stated that the training was enjoyable and creative; developed imagination and handicraft skills; increased productivity, self-confidence, design skills, problem-solving skills, and group work; provided practical thinking; ensured permanent learning and field cooperation; and contributed to analytical thinking. Most of the participants stated that they did not find STEM education at their universities sufficient, would apply STEM activities to their students when they became teachers, and wanted to improve themselves in STEM education. Participants stated that they most needed development in the subject of academic knowledge, utilization of technology, handcraft and creativity. In addition, it was determined that positive perceptions and opinions about STEM education were observed.