Abstract:

The study was conducted with 187 primary school class teacher candidates and investigated in a survey design whether the STEM awareness and pedagogical development levels of primary school teacher candidates differed significantly with respect to some variables (gender, the school they graduated from, the grade level they studied). The Pedagogical Development Scale (PDS), which was adapted into Turkish by Hacıömeroğlu and Şahin-Taşkın (2012), and the STEM Awareness Scale (SAS), developed by Buyruk and Korkmaz (2016), were used as data collection tools. As a result of the research, it was determined that the pedagogical development levels of primary school class teacher candidates did not show a significant difference with respect to gender, class level, and family monthly income level. It was found out that STEM awareness of primary school class teacher candidates differed with respect to gender, and female primary school class teacher candidates had higher STEM awareness. No significant difference was found in STEM awareness in terms of class and family monthly income levels. Another result is that there is a strong positive relationship between the pedagogical development sub-dimensions. At the same time, it was determined that pre-service teachers with a high level of pedagogical development have positive STEM awareness.

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