The Effect of Problem-Based STEM Implementations on Pre-Service Science Teachers' Views on STEM Education

Abstract

STEM educators' views on STEM education shape their use of methods and tools required to enable students to acquire 21st-century skills. Therefore, STEM educators' views on 'STEM education, interdisciplinary connections and integration of STEM disciplines into the curriculum' are essential. This study examines the effect of problem-based STEM implementations on pre-service science teachers' views on STEM education. For this purpose, a pre-test-post-test design without a control group was used as the research design. The study participants were 3rd-year pre-service teachers (19 female, 8 male) registered in the science teaching programme at a state university. To determine pre-service teachers' views on STEM education, individual interviews were conducted with pre-service teachers before and after the implementation. According to the study results, it was determined that the problem-based STEM implementations positively improved pre-service teachers' awareness of STEM education, their perspectives on the connections between the four fundamental disciplines of STEM, and their views on integrating the STEM approach into the curriculum.