Abstract:

The aim of the research is to investigate the effect of STEM projects prepared for disaster awareness on the disaster awareness perception levels and STEM self-efficacy of preschool teacher candidates. A nested experimental design was used in the research. The study group for the research consists of 45 preschool teacher candidates studying in the 4th grade of the Preschool Teaching Undergraduate Program at a state university in Turkey, and quantitative and qualitative data collection tools were used in the research. As a quantitative data collection tool, the Disaster Awareness Perception Scale was used to determine the disaster awareness perception levels of pre-school teacher candidates, and the STEM Applications Teacher Self-Efficacy Scale was used to determine their STEM self-efficacy. As a qualitative data collection tool, the STEM Projects Evaluation form, in which pre-school teacher candidates' opinions about STEM projects were determined, was used. At the end of the research, it was determined that pre-school teacher candidates' STEM project development processes positively affected their perception levels of disaster awareness and STEM self-efficacy, their conceptual knowledge of disaster awareness increased in the post-tests and their misconceptions were eliminated. The results obtained were discussed in the light of the literature and suggestions were made

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