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Tasarım Temelli FeTeMM Etkinliklerinin Fen Bilgisi Öğretmen Adaylarının Problem Çözme Becerilerine ve FeTeMM Öğretimi Yönelimlerine Etkisinin İncelenmesi1
2020
Journal:  
Uludağ Üniversitesi Eğitim Fakültesi Dergisi
Author:  
DOI:  
10.19171/uefad.588222
Abstract:

The aim of this study is to investigate the effectiveness of design based STEM activities on pre-service science teachers’ problem solving skills and integrated STEM teaching intentions. A total of 24 third grade pre-service science teachers who are enrolled in a mid-size public university in Aegean part of Turkey participated in the study. The study is designed as one-group pretest and posttest design. The data were collected by Problem Solving Skills, Integrated STEM Teaching Intention Questionnaires and laboratory sheets. The questionnaires were administrated as pre- and post-test before and after implementation of design based STEM activities in Science Laboratory Applications I course. The results revealed that design based STEM activities improved pre-service science teachers’ problem solving skills and integrated STEM teaching intentions. Based on these results, suggestions for introducing design based STEM activities into teacher education programs were provided.

Keywords:

Design Based FeTeMM Activities Scientific Knowledge The Effect of Teacher Candidates on Problem Solving Skills and FeTeMM Teaching Guidelines1
2020
Journal:  
Uludağ Üniversitesi Eğitim Fakültesi Dergisi
Author:  
DOI:  
10.19171/uefad.588222
Abstract:

The aim of this study is to investigate the effectiveness of design-based STEM activities on pre-service science teachers' problem solving skills and integrated STEM teaching intentions. A total of 24 third grade pre-service science teachers who are enrolled in a mid-size public university in Aegean part of Turkey participated in the study. The study is designed as one-group pretest and posttest design. The data were collected by Problem Solving Skills, Integrated STEM Teaching Intention Questionnaires and laboratory sheets. The questionnaires were administered as pre- and post-test before and after implementation of design-based STEM activities in Science Laboratory Applications I course. The results revealed that design based STEM activities improved pre-service science teachers' problem solving skills and integrated STEM teaching intentions. Based on these results, suggestions for introducing design based STEM activities into teacher education programs were provided.

Keywords:

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Uludağ Üniversitesi Eğitim Fakültesi Dergisi

Journal Type :   Ulusal

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Article : 654
Cite : 6.660
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Uludağ Üniversitesi Eğitim Fakültesi Dergisi