Akademik Veri Yönetim Sistemi
Hacettepe Egitim Dergisi, cilt.33, sa.3, ss.617-630, 2018 (Scopus)
Combining Science, Technology, Engineering and Mathematics (STEM) under the same interdisciplinary umbrella is gaining momentum. Although the idea is becoming more popular, we do not have an answer for how teachers can support STEM when creating learning environments in different disciplines. Once we look at the latest curriculum prepared by Turkish Ministry of Education, we can see that the new curriculum aims to connect science with mathematics, technology and engineering. Thus, it is crucial to understand not only science teachers but also mathematics and technology teachers understand and implement STEM. Connected with this problem, we worked with 50 elementary math pre-service teachers (MPSTs) studying in a public university in Turkey. All of these teachers were in their 4th year (senior year) and all of them enrolled in the Science-Technology and Society (STS) course. During the STS course MPSTs read STEM articles, engaged in STEM discussions, and also visited several engineering laboratories in the university. Later, all MPSTs were asked to create a STEM-based learning environments and lesson plans. After completing the study, some of the participants were interviewed to describe their experience of STEM integration. MPSTs participating in this study were able to integrate math and science in their learning environments. On the other hand, they had challenges when integrating technology and the design process. Once we look at their previous coursework, we can conclude that two Physics classes they took supported them to make links between science and math. It is important to explore why pre-service teachers had challenges when creating learning environments supporting the design aspect of STEM education.