Abstract
STEM education included in undergraduate science and mathematics education program in 2017. Inclusion of STEM education in teacher education programs higlights the importance of the investigating the preservice teachers STEM teaching intentions. In this scope, it is important to determine STEM teaching intentions of preservice primary, science and mathematics teachers. This research aims to identify the preservice primary school, mathematics, elementary science teachers’ STEM teaching intentions. In this study, relational screening model was used. The study was conducted in fall semester of 2017-2018 academic year. A total of 521 (354 woman, 167 man) preservice teachers from three different departments enrolled in the study. The questionnaire, developed by Lin and William (2015) and adapted to Turkish by Hacımeroğlu and Bulut (2016) was used to assess preservice teachers’ STEM teaching intentions. Data was analyzed by using PASW Statistics 18 and LISREL 8.80 statistical packages for windows. It was found that preservice teachers’ STEM teaching intentions vary according to their field of education. This significant difference is in favour of preservice science teacher. Findings reveal that preservice science and primary school teachers STEM teaching intentions are better than preservice mathematics teachers. It is suggested that more studies are needed to determine inservice and preservice teachers’ STEM teaching intentions to identify what can be done to increase their teaching intentions.
Highlights
IntroductionTechnological innovations are largely responsible for the economic development of the countries
STEM education, which is based on the integration of Science, Technology, Engineering and Mathematics have been recently included into many countries curricula
STEM teaching intention scale can be seen as a reliable tool and it is assumed that preservice teachers provided sincere and objective responses to the scale questions
Summary
Technological innovations are largely responsible for the economic development of the countries. In this century, it is possible to educate future engineers and science specialists with spreading science and technology literacy (Miaoulis, 2009; National Research Council [NRC], 2012). STEM education brings daily life problems to the classroom those aim to develop students’ ability to differentiate, apply and integrate science, technology, engineering and mathematical concepts for understanding and solving complex problems (Balka, 2011; Vasquez, Sneider & Comer, 2013). STEM education attracts many educators in national (Bakırcı & Karışan, 2018; Çorlu, Capraro & Capraro, 2014; Pekbay, 2017; Zengin, 2016) and international fields (Brown, 2012; Rinke, Gladstone-Brown, Kinlaw & Cappiello, 2016; Roehrig, Moore, Wang & Park, 2012) because of its significant contributions to students’ analyzing, and solving real life problems and understanding the background of the current innovations
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