The aim of this research is to understand how the values and beliefs of science teachers reveal in the classes where STEM activities are applied. For this purpose, a researcher and two science teachers applied STEM activities developed by the researcher for 14 weeks in science applications classes. The science teachers and the researcher work in socio-economically different districts of Ankara, Turkey. In this study, one of the qualitative research methods, self-study design was used. Self-study is a research design that contributes to the teacher's understanding of himself/herself, questioning own practice and professional development by becoming a researcher. Data sources are the life stories of the researcher and the participating teachers, in-class video recordings and post-lesson diaries. The obtained data were analyzed by narrative and content analysis. It was understood from their life stories that environmental and socio-cultural factors were effective in science teachers' choosing their profession. It was seen that there were internal and external factors affecting the values and beliefs of science teachers. As a result, it was seen that the researcher improved himself in terms of classroom management in the classes where STEM activities were applied, and that there was a close relation between values and beliefs and their practices.
|Konular||Eğitim, Eğitim Araştırmaları|
Yayımlanma Tarihi : 19 Şubat 2020
|APA||DÖNMEZ, İ , TAŞAR, M . (2020). A Self-Study on The Values and Beliefs of Science Teachers and Their Science, Technology, Engineering and Mathematics (STEM) Applications. Participatory Educational Research , 7 (1) , 59-79 . DOI: 10.17275/per.22.214.171.124|