The Role of STEM Education in Teacher Training: A Study on Critical Thinking and Technological Attitudes
Öz
The purpose of this study is to examine the effect of a short-term STEM education on the cognitive and affective development of pre-service teachers. The variables addressed within the scope of the research include pre-service teachers' critical thinking skills, attitude towards robotic technologies, interest in astronomy and general STEM attitude. The research was conducted with a quantitative method and a quasi-experimental design was adopted. The effect of STEM education was evaluated by analyzing the pre-test, post-test and retention test data administered to the participants after four weeks. In addition, in order to collect qualitative data on the learning experiences of pre-service teachers, written feedbacks were obtained through open-ended questions.
According to the results of the study, STEM education provided significant improvement in pre-service teachers' critical thinking skills and attitudes towards robotic technologies. This shows that the applied and problem-based structure of STEM positively affects thinking processes and technological interest level. However, there was no statistically significant difference in variables such as interest in astronomy and general STEM attitude. The findings of the retention test revealed that the gains obtained can be sustained in the short term. Qualitative findings that the participants were able to relate their learning experiences to daily life showed that learning became meaningful. In line with the findings of the research, it is emphasized that STEM education should be structured systematically in teacher training programs, the content should be differentiated specific to branches and the importance of supporting pre-service teachers with applied learning opportunities.
Anahtar Kelimeler
STEM education, pre-service teachers, critical thinking, robotics attitude, interest in astronomy, learning retention
Destekleyen Kurum
Kastamonu University
Proje Numarası
KÜ-BAP01/2018-93
Teşekkür
This study was supported by the Scientific Research Projects Coordination Unit of Kastamonu University under the project number KU-BAP-2024-03. The authors would like to thank all preservice teachers who voluntarily participated in the research process and contributed to the implementation of the STEM training program.
Kaynakça
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