Abstract:

This study was carried out to reveal science teachers' STEM practices, self-efficacy, and perspectives on STEM education. This study uses a sequential explanatory mixed method design that collects quantitative and qualitative data. While the STEM practices teacher self-efficacy scale and personal information form were used in the quantitative dimension of the study, the STEM teacher interview form was used in the qualitative dimension. In line with the purpose of the study, interviews were conducted first with 50 science teachers working in Kirikkale province. Then personal information form, STEM applications teacher self-efficacy scale and STEM teacher interview questions were asked. Data analysis in the study was obtained from the STEM Applications Teacher Self-Efficacy Scale score data. In the non-normally distributed parts, Mann-Whitney U and Wilcoxon W tests were used from the nonparametric tests, and the Independent Sample T-Test was analyzed using the SPSS statistical program in the normal distributed parts. In addition, the STEM teacher interview form was evaluated by conducting a content analysis. Results revealed a significant difference between STEM practices and teacher self-efficacy of teachers with professional seniority of 1-5 years and having graduate education and teachers with higher professional seniority and undergraduate education. In addition, it was seen that gender and the working institution did not make a significant difference in terms of teacher self-efficacy of STEM practices. As a result of the content analysis, it was found that most of the teachers with higher professional seniority did not know STEM education, and the applications made under the name of STEM were generally incomplete and wrong. In addition, it was seen that most of the teachers who contributed to the study were willing to follow developments in STEM education. In line with the study's results, more STEM education-related studies can be carried out mainly with teachers who are in the profession to change the perspective of teachers on STEM education, encourage STEM education, and work on preparing and applying STEM activities..