Özet:

The objective of this study is to determine the effect of the FeTeMM educational approach on the teachers' self-quality beliefs of the teachers' science candidates, the self-quality beliefs towards science learning and the FeTeMM educational guidelines. The sample of the research is studied at the educational faculty of a state university, and the teaching of science is formed by third-class students. Karma method is used as a research model. The data collection tool has been used as 'Teacher Self-Competence Faith Scale', 'Fen Knowledge Teaching Self-Competence Faith Scale' and 'FeTeMM Education Orientation Scale'. Qualification data to teachers candidates 10 FeTeMM events were held for 10 weeks, randomly selected before and after application 10 science knowledge teacher candidates were collected with semi-configured conversations. The data of the research was analyzed by visual and comparative analysis methods. The study found that the FeTeMM educational approach did not have a significant impact on the beliefs of the teacher's self-capacity, but that the FeTeMM educational approach contributed to the beliefs of self-capacity in relation to the teaching of science and increased the FeTeMM educational orientations. It has also been determined that science knowledge teachers candidates can link FeTeMM education with related disciplines, FeTeMM education contributes to the development of problem-solving skills and creativity of teachers candidates.

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