Özet:

STEM service education offers teachers important opportunities in transforming their learning environments and practices, developing STEM field knowledge and professional skills. An important component of this process is that teachers can reflect their practices of activities in accordance with the nature of STEM education. Current research aims to show how a service training program aimed at supporting teachers’ professional development towards STEM education shapes teachers’ performance design processes. Service training is organized in the form of an interactive and focused programme of 5 days and a total of 30 hours aimed at supporting teachers’ knowledge and skills towards the STEM event design. In the framework of the study based on the impact of the program state study, the activities designed before and after service training were evaluated by 47 teachers from 5 different branches (such as science, mathematics, technology and design, classroom and pre-school) determined by the appropriate sampling method. The research has used the activity design form developed by researchers as a quality data collection tool. In data analysis, the technique of visual analysis has been used and the properties of the activities, the levels of STEM integration and the fictional characteristics have been determined in context. The outstanding findings of the study include that servicing pre-training teachers have difficulties in integrating STEM disciplines and effectively transmitting their activities into the teaching planning process, their objectives in the design of the STEM event are to reveal the final product or give students the concept or skills. After the service training, the teachers have acquired the experience and the activity designs are directed from a single-disciplinary understanding to a disciplinary approach, while in the activity objectives they are directed to the activity designs such as the multi-dimensional concept and skills development. In addition, the findings show that after service training teachers have more included the qualities to guide the STEM applications into the event designs, they have developed the fiction of the event work leaves from a understanding focused on the final product drawing, to a understanding that includes the teaching guidance and data collection processes. As a result, the research has provided evidence that an interactive and focused servicing training process and STEM activity images in the minds of teachers can be developed.

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