Enhancing Elementary Teachers' STEM Education Practices: Insights From a Mixed‐Methods Study

Teachers' perceptions and competencies play a critical role in the effective implementation of STEM education at the elementary level. This study designs, implements and evaluates a structured STEM education programme for elementary teachers, examining its impact on their self‐efficacy, instructional practices and perceptions. Additionally, it explores their experiences in designing and delivering STEM‐based lesson plans. Using a mixed‐methods approach, data were collected from 18 voluntarily participating teachers in Istanbul. The 30‐h programme, consisting of 10 activities, covered STEM fundamentals, the engineering design process, the 5E instructional model and interdisciplinary learning strategies. Findings indicate increased teacher commitment to STEM, enhanced confidence in science instruction and improved interdisciplinary integration. Teachers also demonstrated notable progress in lesson planning and delivery. A key finding was the need for ongoing support in activity development, emphasizing the importance of sustained professional training. This study provides empirical evidence that well‐structured in‐service programmes can significantly improve elementary teachers' STEM education practices. The results offer valuable insights for the design of future professional development initiatives, contributing to more effective STEM teaching and learning at the elementary level.