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Today’s life requires individuals to be prepared for complex world environment, to make complex decisions, and to have critical thinking skills related to everyday life issues at hand. STEM education is thought to be the glorious solution to thrive in a global knowledge driven world. Teachers are key elements for successful STEM education. Present study aims to investigate the preservice primary school, mathematics and science teachers STEM awareness. Quantitative research methodology guided the present study. Cross-sectional survey type which collects information from a sample that has been selected from a predetermined population was used. Stem Awareness Scale, a five point Likert type instrument developed by Buyruk and Korkmaz (2016), was used to measure preservice teachers STEM awareness. Data was collected from 558 (371 female, 187 male) preservice teachers enrolled in three different teacher preparation programs. The results of this research demonstrates that there is no significant interaction effect for gender and department variables however there is significant difference among different department students STEM awareness preservice science teachers’ and preservice primary school teachers STEM awareness scores have similar mean values and also outnumbers the preservice mathematics teachers’ STEM awareness.
BAKIRCI et al. (2017) studied this question.