Akademik Veri Yönetim Sistemi
Cumhuriyet Uluslararası Eğitim Dergisi, cilt.13, sa.1, ss.134-147, 2024 (Hakemli Dergi)
This study explored the effects of STEM-based instruction on the mathematics teaching self-efficacy of preservice mathematics teachers and their opinions about STEM-based instruction. A total of 23 senior preservice mathematics teachers participated in the current study. The concurrent mixed method design, which is characterized as collecting two types of data (qualitative and quantitative) at the same time, was utilized. Data were collected through Mathematics Teaching Efficacy Belief Instrument (MTEBI) and open-ended questionnaire developed by the authors. Results suggested that mathematics teaching self-efficacy scores of preservice mathematics teachers differed significantly in favour of post-instruction. The number of participants who felt competent to integrate STEM disciplines increased after the instruction. Moreover, STEM-based instruction improved preservice mathematics teachers’ personal beliefs concerning mathematics teaching efficacy and mathematics teaching outcome expectancy. Another important finding was that the preservice mathematics teachers’ awareness about the connection between mathematics and other disciplines was improved and they felt more capable of integrating STEM disciplines after STEM-based instruction.