Abstract
The scientific and technological developments in today's world require countries to raise entrepreneurial, productive, critical, problem-solving, and entrepreneurial individuals. Therefore, STEM (Science, Technology, Engineering, and Mathematics) education has gained importance today. STEM education is defined as an approach that takes an interdisciplinary relationship and takes a holistic approach to science, technology, engineering, and mathematics. STEM education includes the activities that will increase the students' interest and orientations towards science, technology, engineering, and mathematics fields using the skills that should be possessed today. The aim of this study was to examine the STEM awareness and entrepreneurship levels of pre-service science teachers. The sample of the study consisted of 93 female and 20 male students studying in the Science Education Department at Afyon Kocatepe University. As a quantitative research type, survey method was used in this study. “STEM Awareness Scale” (SAS) developed by Buyruk and Korkmaz (2016) and “Entrepreneurship Scale for Teacher Candidates” developed by Deveci and Cepni (2015) were used as data collection tools. As a result of analyses, it was seen that science teachers' attitudes towards STEM education were positive. Females’ STEM awareness was significantly higher than males’ in both positive and negative sub-factors. STEM awareness of the first grade students was significantly lower than the other classes in the positive sub-factor, and significant differences were found between the first grade and second grade, and the second grade and the fourth grade in the negative sub-factor. There were no significant differences of entrepreneurship levels in terms of gender. Also, the entrepreneurship characteristics of the second grade were significantly higher than the other grade levels.
Highlights
In the economic, social, and political areas of the globalizing world, various changes and developments occur
Rapid development of science and technology requires individuals to have the ability to overcome the problems encountered in real life, to transfer the new information they have acquired in real life environments, and to have the skills to use their knowledge in the right place and at the right place (Gonzalez & Kuenzi, 2012; Yildirim & Selvi, 2015; Baran, Canbazoglu-Bilici & Mesutoglu, 2015)
It was observed that the pre-service science teachers participated in this dimension measuring the positive point of view of STEM
Summary
Social, and political areas of the globalizing world, various changes and developments occur. To be able to use science and technology effectively, the changes of countries are very fast These changes in the 21st century naturally differs the expected competencies, and the need for students who are thinking, producing, questioning, and contributing to economic and social developments is increasing day by day (Ministry of National Education, 2016). STEM is a concept formed by the combination of science, technology, engineering, and mathematics disciplines (Bybee, 2013; Riechert & Post, 2010; Haciomeroglu & Bulut, 2016). STEM education provides the students with the disciplines of science, technology, engineering, and mathematics and provides effective learning in students with quality learning environment (Corlu, Capraro & Capraro, 2014; Roberts, 2012; Akaygun & Aslan-Tutak, 2016)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
