Abstract:

The purpose of the study is to explore the opinions of the prospective primary teachers in their experiences in designing and implementing STEM education. For this purpose, the study was given the opportunity to apply STEM education and their opinions about the process were taken. Phenomenology design was used in the study. The data were obtained by applying a reflective writing form. As a result of the analysis of the data, six categories of STEM education emerged. These; STEM education features, STEM education design process features, STEM education implementation process features, opportunities in STEM education, difficulties in STEM education and STEM teaching self-efficacy perceptions have emerged. When the results were evaluated in general, it was revealed that the prospective teachers positively evaluated the STEM education design and implementation process. They made statements that practicing has a positive effect on STEM teaching self-efficacy perception. Based on these results, it can be suggested to increase the number of studies that allow teachers and prospective teachers to practice STEM education

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