Abstract:

In the age we live, the new developments in technology make it necessary for people of every age to adapt to this change.  This is why it becomes important to get acquainted with science, technology, engineering and mathematics (STEM) in the early age and to make practices aimed at understanding these topics, and to use them in the development of high-level skills. The aim of this study is to study the impact of STEM applications on pre-school teachers' scientific process skills. The sample of the study consists of 50 pre-school teachers who work in the province of Gaziantep in the 2018-2019 educational year. In the research, the pre-test-sontest experiment-control group has been used semi-experimental patterns. The experimental group, the prepared STEM Training Module, and the control group have been taught according to the understanding of the formation of the tissue science. In the first week of the application, theoretical information on STEM Training was provided. The STEM Activities, which lasted 10 weeks for the experimental group, and the control group, which lasted 10 weeks for the tuberculosis science activities, were implemented again. The scientific process success test scale was used as a collection tool given in the research. Considering the number of samples, Shapiro Wilk Normality Test was applied. In the process analysis of the research, a computer package program was used. T-Test is used in the analysis of data. There is no difference between the scientific process skills levels of teachers in the experimental group and the scientific process skills levels of teachers in the control group before application, there is a significant difference between the scientific process skills levels of teachers in the control group before application and after application. According to the research, STEM training practices appear to be more effective in the development of pre-school teachers' scientific process skills than the tubular science training.

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