Untitled

Abstract

The aim of this study was to develop the STEM Pedagogical Content Knowledge Scale (STEMPCK Scale). Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. Exploratory factor analysis of the scale was conducted using data from 443 preservice teachers who were studying to become science teachers, preschool teachers, elementary school teachers, and mathematics teachers. The confirmatory factor analysis of the scale was conducted using data from 212 students who were enrolled in the same departments. The scale was administered to 655 preservice teachers in total. To determine the reliability of the scale, the Cronbach's Alpha internal consistency coefficient, the corrected total item correlation, and the significance of the differences between the item averages of the top 27% and bottom 27% were examined by t-test. According to the results obtained, the STEMPCK Scale consists of six factors: 21st-Century Skills, Pedagogical Knowledge, Mathematics, Science, Engineering, and Technology. The scale included 56 items. The Cronbach's Alpha values of the factors ranged from 0.878 to 0.90, and the corrected item total score correlations ranged from 0.306 to 0.895. The results of the t-test showed that all the differences between the mean scores of the top 27% and bottom 27% on the items were significant. The results of the analyses indicate that the instrument has reasonable internal consistency and that the theoretical structure was supported by empirical data. These results indicate that the STEMPCK Scale is an appropriate tool for measuring preservice teachers' STEM pedagogical content knowledge. Implications and suggestions for further studies are included.

A Study of Mixed-Method: Science Process Skills, Interests and Learning Outcomes of Natural Science in Junior High School

“…However, in previous journals that examined the development of science process skills based on learning strategies, however, this study links science process skills with other variables such as interest and learning outcomes. This research is in line with previous research conducted by Mumba et al, (2019), which examined the relationship between students' interests and science process skills, but in previous studies only examined 2 variables, namely examining the relationship to students' interests and science process skills.…”

“…In addition, the results show that t = 5.435 > t table = 1.661, P = 0.001 at a significance level of 0.05 in the science process skills score. This study is consistent with previous studies conducted by Mumba et al, (2019), which examined the relationship between students' interests and science process skills, but in previous studies only examined 2 variables, namely examining the relationship to students' interests and science process skills. Results indicate that most teachers expressed high levels of familiarity with science process skills.…”

Fen Bilimleri Öğretmen Adaylarının Stem Pedagojik Alan Bilgisi (STEMPAB) Düzeyinin İncelenmesi

“…Bu yeterlikler alan yazın incelendiğinde STEMPAB olarak ele alınmış olup 5 kategoride toplanmaktadır. STEM Alan Bilgisi, Pedagoji Bilgisi, 21.Yy Beceri Bilgisi, Bağlam Bilgisi ve Entegrasyon Bilgisi şeklinde ele alınmıştır (Güler Nalbantoğlu, 2023;Hasanah, S vd., 2022;Stohlmann vd., 2012;Yıldırım ve Topalcengiz, 2019).…”

“…The study group of the research consists of 163 1st, 2nd, 3rd and 4th grade teacher pre-service studying in the Department of Science Education in an Education Faculty in Izmir. The study The "STEMPCK (STEM Pedagogical Content Knowledge) Scale" developed by Yıldırım, Topalcengiz (2019) was used to examine the STEM pedagogical content knowledge of prospective science teachers.…”