MENTAL MODELS AND OPINIONS OF PRE-SERVICE PRESCHOOL TEACHERS ABOUT STEM EDUCATION

Abstract

The aim of the present research is to examine the pre-service preschool teachers' mental models and opinions about STEM education. In this context, activities for STEM education were held for fourteen weeks. In the research, phenomenology method, one of the qualitative research methods, was used. The research was carried out with 39 pre-service pre-school teachers who voluntarily participated in the study within the scope of the lesson named “Science Education in Preschool” and who had not received any STEM education before. The mental models of pre-service teachers for STEM education were evaluated through drawings, and their opinions were evaluated through focus group interview. Content analysis method was used to analyze the data obtained from the focus group interview and drawings. As a result of the analysis, 6 themes related to the mental models of pre-service teachers for STEM education have emerged: characteristics of STEM education, learning and success, skill, development of affective characteristics, design and product, design focus. As a result of the analysis of the pre-service teachers' opinions, 3 themes, namely integrating STEM education into lessons, supportive teaching methods and techniques, measurement and evaluation methods, have emerged. It is thought that the pre-service teachers' mental models and opinions regarding STEM education will contribute to the reorganization of practices and teacher education programs to be carried out in learning environments.