Özgül YILMAZ TÜZÜN, Birgül ÇAKIR YILDIRIM, Nilay ÖZTÜRK

Öğretmen Adaylarının Fen Eğitiminde STEM Uygulamalarına Yönelik Öz-Yeterlik İnanç ve Görüşlerinin İncelenmesi

Bu çalışmanın amacı STEM uygulamaları içeren laboratuvaruygulamaları seçmeli dersi kapsamında öğretmen adaylarının feneğitiminde STEM uygulamalarına yönelik öz yeterlik inanç vegörüşlerinin incelenmesidir. Vaka incelemesi araştırma desenikullanılan bu çalışmada, dersi alan 18 öğretmen adayına STEM’indoğası ve fen öğretiminde kullanımı ile ilgili öğretim yapılmış vesonrasında öğretmen adayları gruplar halinde STEM etkinliklerigeliştirip ders kapsamında uygulamışlardır. Çalışmada kullanılan veritoplama araçları şunlardır: Fen Eğitiminde STEM Uygulamaları ÖzYeterlik Ölçeği, Tanımlayıcı Bilgiler Anketi ve Görüşme Protokolü.Çalışmanın sonuçları dersi alan öğretmen adaylarının STEMetkinliklerini gelecekteki derslerinde uygulamaya yönelik öz-yeterlikinançlarının olumlu yönde geliştiğini göstermiştir. Fen eğitimindeSTEM uygulamalarına yönelik görüşlerin ortaya çıkarılmasınıamaçlayan odak grup görüşmelerine göre ortaya çıkan kategoriler ise;(a) STEM algısı, (b) STEM’i gelecek derslerde kullanma, (c) materyalkullanımı, (d) geliştirilen bilgi ve beceriler ve (e) anlamlı öğrenmeolmuştur. Çalışmanın sonuçları ilgili çalışmalarla karşılaştırılıptartışılmış ve öneriler sunulmuştur.

Investigation of Preservice Teachers’ Self-efficacy Beliefs and Views Regarding STEM Applications in Science Education

The aim of this study is to examine preservice teachers’ self-efficacy beliefs and views regarding STEM applications in science education during laboratory applications elective course involving STEM practices. In this case study, 18 preservice teachers, who took the mentioned course, were taught about the nature and steps of STEM practices and afterwards preservice teachers developed STEM activities in groups and administered these activities in classroom environment. Data collection instruments used in the study are: STEM Applications in Science Education SelfEfficacy Scale, Descriptive Questionnaire and Interview Protocol. The results of the study showed that after taking the course, the participating preservice teachers’ self-efficacy beliefs regarding the use of STEM practices in their future classes were strengthened. According to the focus group interviews, which aimed to reveal the opinions about STEM practices in science education, five categories were revealed: (a) STEM perception, (b) use of STEM in future lessons, (c) use of materials, (d) knowledge and skills developed, and (e) meaningful learning. The findings were compared and discussed with related studies and suggestions were presented.

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