Abstract:

The aim of this study is to investigate the impact of FeTeMM activities on the FeTeMM awareness, self-capacity and questioning skills of class teaching teachers candidates. The study used a semi-experimental pre-test/sontest control group pattern of quantum research methods. The sample of the study was formed by a total of 60 class teachers candidates, including 40 experiments, 20 control groups. Participants have registered in the first semester of the 2019-2020 academic year at the Siirt University Primary Education Department in Class Teaching 3th Class Science Teaching course. At the beginning of the study, the participants in the experiment group were introduced to the FeTeMM approach and implementation stages for the preparation of FeTeMM events. Later class teachers candidates presented their FeTeMM events to other participants by preparing their own FeTeMM events. In the control group, the teaching of science was applied with a traditional approach. The events lasted 8 weeks. As a pre-test and final test, the "FeTeMM Awareness Scale", the "Self-Capacity Faith in Science Teaching" and the "Inquiry Skills Scale" were applied. The data was analyzed using independent samples of t tests. The results of the analysis found that FeTeMM awareness and questioning skills in the lower dimensions had a statistically meaningful difference in favour of the experimental group. There was no statistically significant difference in self-sufficiency points. In this context, it has been concluded that FeTeMM activities have a positive impact on FeTeMM awareness and questioning skills.

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