Abstract:

In this study, the effects of the FeTeMM (Fen-Technology-Mathematics-Engineering) activities prepared for Business-Energy and Impulse-Momentum subjects on the conceptual understanding of teachers candidates were studied. In the study, the pre-test - the final test control group has been used a semi-experienced model. In the application stage of the study, Business-Energy and Impulse-Momentum subjects were processed by the students in the experiment group with the FeTeMM educational approach, while students in the control group with the traditional teaching methods. Studying at a state university was attended by second-class students of Primary Mathematics Teaching. In the study, the data collection tool was used as a "Business-Energy and Impulse-Momentum Conceptual Understanding Test". The study has shown that there is no statistically meaningful difference between the two groups in terms of their conceptual understanding of business-energy and intake-momentum issues, but the FeTeMM training has a positive impact on conceptual understanding.

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