Abstract:

In this study, the STEM project-based learning activities applied to class teacher candidates ended with the study of the mathematical projects produced by the teacher candidates. In the course of the Basic Mathematics II course, which is included in the first class program of class training, 4 different STEM events, which include the fields and volumes of solid objects, trigonometry and coordinate system subjects, have been conducted. STEM events are in the form of "building modeling", "teodolithic design", "simulation design" and "game design", and at the end of each of these events, a total of 4 project tasks are given to the class teacher candidates, including a project. The study was attended by 23 teachers who studied in the first class of class education. Teachers candidates worked with collaborative learning groups in STEM events, and they also performed their projects in the form of group tasks. The study was evaluated by using 20 different project rubrics that 5 groups of class teacher candidates formed, 4 different STEM events were carried out parallelly. The category developed within the framework of the research consists of 3 dimensions and a total of 13 articles, including general, educational and design features. A project is evaluated according to the total score it has received from the entire scale. The maximum score to be obtained from the rubric is 26 and this score is divided into three equal points range. According to this, if a project received a total score of 0–8.66 from the rubric, it was "unsuitable" and if it received a score of 8.67–17.33 it was "mediate" and if it received a score of 17.34–26, it was "suitable". The results of the assessments found that teachers’ candidates mostly carried out projects at a “sufficient” level.