Abstract:

The study examined the effects of mobile-STEM teaching implementations on pre-service teachers’ engineering design process skills. The study was designed by pre-test-post-test nonequivalent control group quasi-experimental research model from experimental research models. The participants of the study were the pre-service teachers of two different classrooms in the third-grade on Science Teaching Program, Buca Faculty of Education, Dokuz Eylul University. At the beginning of the academic semester, a class was assigned randomly as the experimental group (n: 45) and the other class as the control group (n: 25). While the mobile-STEM teaching implementations were applied in the experimental group, only STEM teaching implementations were conducted in the control group. In this study, the adapted Turkish form of the "Engineering Design Process Skills Scale" was used. Consequently, the study showed that mobile-STEM teaching implementations did not improve pre-service teachers' engineering design process skills effectively compared to the control group. Additionally, pre-service teachers in both the experimental and control groups had difficulties in engineering design process skills related to producing alternative designs, developing models and revising the designed product while performing STEM teaching implementations. Pre-service teachers who want to reach their educational purposes with STEM teaching implementations should use the sensor features of mobile technologies effectively and develop their design skills.

Keywords: