State of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM practices

Abstract

The aim of the present study was to identify the state of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM. The study was designed subject to the correlational survey model with the sample group comprised of 295 primary school teacher candidates continuing their education at the two education faculties of a state university in Southeastern Anatolia Region of Turkey during the 2020-2021 academic year who were identified in accordance with the proper sampling method. The data were collected via, "Self-Efficacy Scale for STEM Practices" and "Critical Thinking Disposition Scale". Descriptive analysis was used for determining the self-efficacy for STEM practices and critical thinking dispositions of primary school teacher candidates; correlation analysis was used for illustrating the relationship between self-efficacy for STEM practices and critical thinking disposition along with its sub-dimensions; linear regression analysis was used for identifying the state of prediction for critical thinking disposition and its sub-dimensions through self-efficacy for STEM practices whereas stepwise multiple regression analysis was used for determining the state of prediction for critical thinking disposition through gender and self-efficacy for STEM practices subdimensions. Based on the analysis results, the self-efficacy for STEM practices and critical thinking dispositions of teacher candidates are at a good level. There is a positive and statistically significant correlation between self-efficacy for STEM practices and critical thinking disposition and its sub-dimensions. It was illustrated that self-efficacy for STEM practices is a statistically significant predictor of critical thinking disposition and its sub-dimensions and that tenacity-patience was the variable that was predicted the most among these sub-dimensions whilst the stepwise multiple regression analysis set forth that self-efficacy belief was the predictor that made the highest contribution to critical thinking disposition. Various suggestions were made based on the results of the study.

The Impact of MLM-STEM on Temperature and Heat Material in Students' Critical Thinking Skills

“…STEM-based learning is coordinated to encourage students to explore effectively, create thinking skills, and form critical thinking. STEMbased education is believed to play a major role in improving the skills of 21st century students, one of which is critical thinking skills (Gürler, 2021). STEM learning students do not only memorize concepts, but rather how students get them and understand the concepts and their relation to application in life (Pertiwi, 2017;Lestari et al, 2018).…”