Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

Abstract

This study aims at examining elementary pre-service teachers' integrative STEM intentions. In this quantitative study, data were gathered from 401 elementary pre-service teachers who were enrolled in two public universities. Results of the study revealed that pre-service teachers' integrative STEM intentions were positive in general. In addition, regarding knowledge, attitude, value, subjective norm, perceived behavioral control, and behavioral intention, elementary pre-service teachers seemed to hold positive views for integrative STEM teaching. Findings of this study showed that there was no significant difference between pre-service teachers' scores on knowledge, attitude, value, perceived behavioral control, and behavioral intention regarding gender. However, there was a significant difference between pre-service teachers' scores on subjective norm regarding gender. In the same way, there was a significant difference between pre-service teachers' scores on perceived behavioral control and behavioral intention regarding the years spent in the program. However, there was no significant difference between pre-service teachers' scores on knowledge, attitude, value and subjective norm regarding the years spent in the program. Moreover, there was a significant difference between pre-service teachers' scores on knowledge regarding school variable. Extended Summary Research studies conducted with pre-service teachers focusing on integrative approaches in STEM teaching has been increasing over the years (Corlu, 2014; Corlu, Capraro & Çorlu, 2015, Lin & Willams, 2016). Among these research studies, pre-service teachers' perceptions of STEM education have been examined for different subjects such as science, mathematics, and chemistry. Therefore, research studies are suggesting the need for measuring elementary pre-service teachers' intentions for integrative STEM teaching. This current study aimed to examine elementary pre-service teachers' integrative STEM teaching Intentions. Method In this quantitative study, survey method was utilized to examine elementary pre-service teachers' integrative STEM teaching intentions. For this reason, data were gathered from 401 pre-service teachers who were majoring in elementary teacher education program at two public universities. Data were collected from third and fourth year pre-service teachers. The sample consists of 95 male and 306 female pre-service teachers. Elementary pre-service teachers' scores on integrative STEM intentions questionnaire were analyzed by using descriptive and inferential statistics. Independent t-tests were performed to investigate whether or not there is a significant difference between integrative STEM intentions questionnaire scores of the pre-service teachers regarding gender, years spent in the program, and school.