Investigating the Process of Preparing STEM-Based Activities and Their Impact on Science Teacher Candidates' STEM Awareness

Abstract The aim of the study was to investigate the processes involved in designing STEM-based activities and the level of STEM awareness of pre-service science teachers. The research was conducted using a mixed methods approach, where qualitative and quantitative methods are used together. The research sample consisted of 33 science teacher candidates. In this study three STEM-based activity modules were designed. The teacher candidates prepared their designs based on the sample situation given in the modules and answered the questions in the STEM modules. The answers given to the activity modules made up the qualitative data set of the research; the scales of awareness made up the quantitative data set. Qualitative data were analysed using a rubric. Quantitative data was analysed using SPSS Statistics 21. According to the results science teacher candidates need to develop steps for 'defining the problem', 'understanding the defined problem', 'determining the limitations of the product or system to be developed in accordance with the problem', 'developing possible solutions' and 'creating decision matrices'. It has been suggested that STEM activities with pre-service teacher candidates have a positive effect on their level of awareness. It was suggested that STEM workshops should be set up for the effective implementation of STEM activities by pre-service teachers.