Abstract:

This study aims to study teachers’ class-in-class practical self-sufficiency perceptions based on certain variables (gender, the status of the institution in charge, the state of learning, the field, the professional background, the state of knowledge about the STEM training, any service training or the state of receipt of courses for the STEM training). In the study, a visual scan model was used. The research universe is formed by class teachers who work in primary schools connected to the central districts of Diyarbakır in the 2018-2019 educational year (Bağlar, Kayapınar, Sur and Yenişehir), teachers of science, mathematics, information technology and technology design who work in secondary schools. The sampling of the study was determined by the "suitable sampling method" of non-selective sampling methods. The study included 609 teachers. The research data has been collected with the "STEM Class In-application Self-Perception Scale" developed by Yaman (2020). Research data were collected by the Ethics Board of Education Sciences of the University of Dicle on 07.01.2019 dated Decision No. 2218 by taking the necessary permissions. In the analysis of the data, an independent sample t-test was performed in the two variables, and in cases of more than two variables, the ANOVA test was performed. Scheffe and LSD tests have been performed to determine the source of the difference in cases where there is significant difference in the ANOVA test. In cases where the difference has been studied, the size of the effect is also studied. According to the research results, teachers' inter-class application to STEM education perceptions of self-sufficiency do not show significant differences according to gender and field variables. The institution's status, the state of learning, the postgraduate profession, the knowledge of the STEM training and the service training or the receipt of courses for the STEM training varies significantly.

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