Geleceğin Fen Bilimleri Öğretmenlerini Hazırlamak: Disiplinlerarası Fen Eğitimi Dersi STEM Öğretimine Nasıl İlham Veriyor?

Abstract

Fen bilgisi öğretmen adaylarının STEM öğretme niyetlerinin geliştirilmesi, çağdaş eğitim anlayışının gerektirdiği disiplinler arası bakış açısını kazandırarak öğretmenlerin öğrencileri 21. yüzyılın ihtiyaç duyduğu problem çözme, yaratıcılık ve işbirliği becerileriyle donatmalarını sağlaması açısından çok önemlidir. Bu bağlamda, bu çalışmanın amacı, Disiplinlerarası Fen Öğretimi dersinin fen bilgisi öğretmen adaylarının entegre STEM öğretme niyetleri üzerindeki etkisini araştırmaktır. Çalışmada, tek grup ön test–son test modeli kullanılmıştır. Çalışmanın örneklemi, “Disiplinlerarası Fen Öğretimi” dersine kayıtlı 40 fen bilgisi öğretmen adayından oluşmaktadır. Veriler, “Entegre FeTeMM Öğretimi Yönelim Ölçeği” ile toplanmıştır. Veri analizinde bağımlı örneklemler t testi kullanılmıştır. Araştırmanın sonuçları, fen bilgisi öğretmen adaylarının bütünleştirici STEM öğretme niyetlerinin ön test ve son test toplam ile alt boyut puanları arasında, son test puanları lehine istatistiksel olarak anlamlı bir fark olduğunu ortaya koymuştur. Başka bir deyişle, Disiplinlerarası Fen Öğretimi dersi, fen bilgisi öğretmen adaylarının bütünleştirici STEM öğretme niyetlerini geliştirmede etkilidir.

Keywords

• Disiplinlerarası Fen Öğretimi
• Entegre FeTeMM Öğretme Niyetleri
• Fen Bilgisi Öğretmen Adayları

Ethical Statement

Bu çalışma Yıldız Teknik Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulunda (Protokol No. 20260309196) 02.03.2026 tarihli 2026/03 toplantısında alınan onay kararı ile yürütülmüştür.

Preparing Tomorrow’s Science Teachers: How Interdisciplinary Science Course Inspires STEM Teaching

Abstract

The development of science teacher candidates’ intentions to teach STEM is of great importance in terms of equipping teachers with an interdisciplinary approach required by contemporary education, enabling them to provide students with creativity, problem-solving and collaboration skills needed in the 21st century. In this context, the purpose of the current study is to investigate the impact of the ‘Interdisciplinary Science Teaching’ course on science teacher candidates’ STEM teaching intentions. The study employed a single-group pre-test–post-test design. The sample consisted of 40 science teacher candidates enrolled in the “Interdisciplinary Science Teaching” course. The “Integrative STEM Teaching Intention Questionnaire” was utilized to collect the data. In data analysis, paired samples t-test was conducted. The findings revealed a statistically significant difference between the pre-test and post-test total and sub-factor scores of science teacher candidates’ STEM teaching intentions, in favor of the post-test scores. Put differently, the ‘Interdisciplinary Science Teaching’ course is promising in improving science teacher candidates’ integrative STEM teaching intentions.

Keywords

• Interdisciplinary Science Teaching
• Integrative STEM Teaching Intentions
• Science Teachers’ Candidates

Ethical Statement

This study was conducted with the approval of the Yıldız Technical University Social and Human Sciences Research Ethics Committee, as granted at the meeting held on March 2, 2026 (Protocol No. 20260309196).

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