Abstract:

The aim of this study was to determine the effects of STEM-based alternative energy activities on integrative STEM teaching intention and attitude of pre-service science teachers towards STEM. Some examples of daily life problems were given to participants to design STEM projects about the theme of alternative energy sources during the whole semester. Participants worked in groups of four while designing STEM products. In the research, one-group pre-test and post-test experimental design, which is one of the quantitative research methods, was utilized. The study group was composed of 29 female and 11 male pre-service science teachers studying at the science education department. Integrative STEM teaching intention questionnaire and attitude towards STEM scale were used to collect data. As a result of the research, integrative STEM teaching intention and attitude towards STEM have significantly increased compared to the pre-implementation. There were significant differences between the pre- and post-tests’ participants scores of knowledge, value, attitude, perceived behavioral control and behavioral intention, subjective norm subscales of integrative STEM teaching intention. There were significant differences between the pre- and post-tests scores for science, mathematics, engineering and technology and 21th century skills sub-scales of attitude towards STEM. The effect size for all subscales of integrative STEM teaching intention was large except for subjective norm according to Cohen (1988). The effect size was large for science, was small for math, and was medium for engineering and technology and 21th century skills subscales of attitude towards STEM. The majority of pre-service science teachers made designs about alternative energy resources, such as hydroelectric energy, solar energy and wind energy, while a small number of preservice science teachers designed STEM products about biomass energy and energy generation by vibration (piezoelectric). Findings suggested that STEM-based alternative energy activities can be implemented to improve pre-service science teachers’ integrative STEM teaching intention and attitude of pre-service science teachers towards STEM.

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