Abstract
The inclusion of integrated structures and interdisciplinary relations in education and inclusion in course curricula in the world has become even more important with the prominence of STEM education in the world. STEM means the inclusion of project-based applications in education within an integrated structure with science, technology, mathematics and engineering activities.
 Motivation/Background: It is noted that the majority of STEM research in our country is focused on science education. The aim of this study is to investigate the effect of 3D printing STEM activities on teacher candidates ' awareness of their use in science course.
 Method: 37 science teacher candidates participated in the 7 week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview.
 Results: Thanks to 3D STEM activities, teacher candidates achieved to create a realistic product by using their knowledge in different disciplines such as science, mathematics, technology, and engineering and 21st century skills.
 Conclusions: According to the results of the research, the usage of 3D printer in a science course creates awareness in teacher candidates in terms of three-dimensional thinking and learning experience.
Highlights
It has been emphasized that knowledge should remain just theory, and should be applied in life
The aim of this study is to investigate the effect of 3D printing STEM activities on teacher candidates ' awareness of their use in science course
The aim of this study is to examine the impact of 3D activities on three-dimensional design skills of teacher candidates and to reveal their awareness of using them in science course
Summary
It has been emphasized that knowledge should remain just theory, and should be applied in life. Applying knowledge in life will allow individuals to produce various solutions for the problems they face. STEM approach, using science, mathematics and technological tools, provides new solutions for problem status and creates a learning environment for raising generations with 21st century skills Carroll (2014), Simeon et al (2020). STEM education aims to enable students to solve real-world problems, learn knowledge in a more holistic and organized way, and integrate interdisciplinary knowledge Aydın et al (2017), Beane (1995), Burrows et al (1989), Capraro and Slough (2008), Childress (1996), Jacobs (1989), Sweller (1989). The contributions of STEM activities to the learning environment and student are as follows: critical thinking, creativity, problem solving, productivity and responsibility STEM is shaped by experiences of teachers and students and it enables to teach specific knowledge and skills with the integration of STEM disciplines (Corlu, Turkey & Aydin, 2017).
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