Abstract:

This study aims to explore the relationship between the attitudes of teachers candidates to the fields of STEM and the perspective, self-confidence and objectives of the STEM teaching. The sample of this study was created by random selection of 489 third and fourth-class students who have been trained in the field of science education of the state universities in the Egean region during the 2018-2019 spring period. In this study, the scale of attitude to the STEM fields and attitude to the STEM teaching, previously developed by authors, was used to collect data (Keleş, Kiremit and Aktamış, 2017). LISREL 8 to determine how teaching candidates’ attitudes towards STEM influence their attitudes towards STEM teaching. The 30 (Jöreskog and Sörbom, 2006) program was conducted by using the SIMPLIS command language and using the "highest probability" method. The results of the analysis have found that self-confidence attitudes towards STEM teaching have a meaningful direct positive relationship with the attitude towards the disadvantage, the attitude towards technology, the attitude towards mathematics and the attitude towards engineering. The point of view of STEM teaching has been found to be significantly related to the attitude towards the fene and the attitude towards mathematics directly in a positive direction. The objectives of STEM teaching have been concluded that they are directly in a positive direction meaningfully related to their self-confidence attitude towards STEM teaching and the STEM teaching perspective. The objectives of STEM teaching have been concluded that they are indirectly significantly linked to a positive attitude, attitude to technology, attitude to mathematics and attitude to engineering. The successful implementation of STEM training within the classroom also depends on the sensational conditions of teachers towards these fields. Therefore, it is important to do research aimed at increasing their STEM teaching goals.

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