Özet:

The aim of this study is to reveal the opinions of STEM teachers who have received STEM (Fen, Technology, Engineering and Mathematics) in service training, the problems they experience during the practice and the solutions suggestions. The phenomenographic pattern, which is one of the patterns of the qualitative research method as a research method, was used in the study. The study group has created 20 teachers who participate in the STEM service training courses using the appropriate state sample technique, which is one of the sampling techniques intended for the study. The research applied a semi-configured conversation form as a data collection tool and used visual and content analysis to analyze the obtained data. According to the findings obtained, it has been determined that teachers perform STEM training in their classes, integrate engineering and technology disciplines into their courses to create a STEM learning environment, use engineering design process and problem-based learning methods as a teaching method. Teachers have also found the idea that the STEM learning environment creates a interdisciplinary learning environment for students and that students develop their creative thinking and problem-solving skills. On the other hand, teachers have been identified with concerns such as the lack of information in the field of STEM disciplines, the lack of material in their classes, the lack of time, the noise, and the lack of knowledge in the field of STEM disciplines. It is believed that teachers will be able to overcome these obstacles through the recommendations they will receive in cooperation with STEM educational experts and through the experiences they will gain by continuing to apply STEM teaching in their classes.

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