Tasarım Temelli Öğrenme Uygulamalarının Fen Bilimleri Öğretmen Adaylarının STEM Anlayışlarını Geliştirmeye Etkisi

Abstract

The aim of this study is to examine the effects of design-based learning applications on development of pre-service science teachers' STEM perceptions. The research, one group pretest-posttest-following test research design was used. Participants were 36 pre-service science teachers who enrolled to the Dede Korkut Faculty of Education at Kafkas University in 2017-2018 academic year spring semester. In the experimentation process, the pre-service science teachers studied about the design problems as group in the course of 'Special Teaching Methods-I'. Data was gathered by 'STEM Competence Scale', 'Assessment Form of STEM Domain Knowledge', and 'Interview Form'. Whereas the quantitative data was gathered through pretest, posttest and retention test, the qualitative data was gathered just after the experimentation process. One-way ANOVA for repeated measures was used to analyze the quantitative data and content analysis approach was used to analyze the qualitative data. The findings based on the quantitative data showed that design-based learning activities significantly enhanced pre-service science teachers' STEM competencies, and domain knowledge related with STEM disciplines. Furthermore, the results obtained from the qualitative data revealed that design-based learning activities affected the pre-service science teachers' STEM perceptions, expectations of STEM career, skill development and how to use a student's learning. (English) [ABSTRACT FROM AUTHOR]