Abstract:

The objective of the current research is to study the mental models and opinions of pre-school teachers candidates for STEM training after STEM training. In this context, fourteen weeks of STEM training activities have been carried out. The methodology of phenomenology is used in the research method. The research was carried out with 39 pre-school teachers candidates who participated voluntarily in the research in the framework of the course "Pre-school Science Education" and who have not previously received STEM education. Teacher candidates' mental models for STEM training are evaluated through drawings, and their opinions are evaluated through a focus group interview. In the analysis of the data obtained from focus group interviews and drawings, the content analysis method has been used. As a result of the analysis, 6 topics related to the intellectual models of the STEM training of the teacher candidates were revealed: the characteristics of STEM training, learning and success, skills, development of sensory characteristics, design and product, design focus. As a result of the analysis of the opinions of the teaching candidates, there were 3 topics, including the integration of STEM training into courses, supporting teaching methods and techniques, measurement and evaluation methods. It is believed that teacher candidates’ mental models and opinions on STEM education will contribute to the reorganization of practices to be implemented in learning environments and teachers’ training programs.

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