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This study aims to examine the effects of STEM education practices on preservice science teachers' (PSTs) awareness of STEM and STEM education and their views on the implementation process. The study was designed as a one-group pretest/posttest weak-experimental design including a case study. The participants were 30 PSTs enrolling in the Science Teaching Laboratory Applications I course in the 2018-2019 academic year and were determined by convenience sampling. In the study that lasted nine weeks, five STEM activities were practiced. STEM awareness open-ended questionnaire (STEM-A) was administered as pre and posttest, and the obtained data was evaluated with the thematic analysis. At the end of the instructional practices, semi-structured interviews were conducted with ten volunteer participants and the data were analyzed with the content analysis method. According to the findings, it can be stated that the participants' awareness developed positively and they grasped the importance of interdisciplinary relationship and integrated structure of the STEM approach.
Durmaz et al. (Sat,) studied this question.