Physics pre-service teachers’ views on STEM activities http://www.ied.edu.hk/apfslt/v17

Our study shows that pre-service teachers have positive opinions about STEM education and STEM activities. Participants stated that the project conducted within the scope of the RPFE course was appropriate with the goals of the course, and they were pleased to study in a STEM project (see Table 1). The reason may be that doing research to learn a new learning approach related their field, and organizing a science festival to experience it. Çifçili (2011) concluded that the number of studies in field education conducted by students of physics, chemistry and mathematics education were insufficient. Whereas, pre-service teachers conducting projects in fields of education may provide qualified education in their classes. In fact, Cengiz and Karataş (2014) argue that the RPFE and the Teaching Practice courses should be carried out together and the action research method should be used in order for the pre-service teachers to realize that they can use the knowledge and skills they have gained in the RPFE course.

The participants stated that it was highly motivating to conduct a project related to STEM education within the scope of RPFE course (see Table 2). Besides, some participants stated that it was fun and very good. Experiencing STEM education for the first time and organizing a science festival at the end of the project could be the most important source of their motivations. Additionally, the high motivations of pre-service teachers during the science festival may have caused STEM activities to have consequences in support of students. Because motivations of teachers influence student motivation, and motivated teachers are the guarantee of educational reforms with their willingness (Jesus and Lens 2004). In this context, pre-service and in service teachers need to know and experience STEM activities to ensure STEM education can be transformed into a reform movement in schools.

The views of pre-service teachers about STEM activities were analyzed based on the most frequently repeated codes. The results indicate that the most frequently repeated codes in different questions are ‘fun (6)’, ‘permanent learning (6)’, ‘understandable (6)’, ‘active participation (5)’ and ‘remarkable (4)’. However, the least frequently repeated codes are ‘discovery learning (3)’, ‘interdisciplinary (3)’ and ‘perceptible (2)’ (see Table 3). In this context, participants believe that STEM activities are fun, more permanent, more perceptible and more remarkable, and provide active participation. The results are compatible with some studies done in Turkey. Özçakir-Sümen & Çalışıcı (2016) concludes that STEM activities make lectures more efficient and provides more participation. Altan, Yamak & Kırıkkaya (2016) stated that STEM activities are motivating, fun and providing permanent learning. In addition, Barcelona (2014) stated that STEM activities increase students’ academic achievements and provide a good learning practice.

The results also show that most of the participants did not have any difficulties in doing research, providing materials and guideline for each activity (see Table 4). Our results also indicate that while two participants had anxiety of success, one participant had difficulty in dominating all activities. Working together in a group may have been the cause for not having difficulties or easily overcoming the challenges they faced. It can therefore be said that teachers with experiences in STEM activities during their university education can easily overcome the difficulties they faced over time. For this reason, teachers should be willing to use STEM activities in their classes and to do a research and share issues about STEM activities. All participants indeed stated that they would like to use STEM activities in their future classes (see Table 5). Özçakır-Sümen & Çalışıcı (2016) also found the same result. All participants in their study stated that they would like to use STEM activities in their future classes similar to the result of our study. It can therefore be said that teachers with knowledge and experience in STEM activities will possibly use STEM in their classes without expecting curriculum alteration. Applying STEM methods in class will increase students’ success in science and mathematics. Indeed, studies in Turkey indicate that STEM activities enhance the students’ achievements and encourage them to study and build a career in STEM related fields in the future (Ceylan, 2014; Yamak, Bulut & Dündar, 2014; Baran, Bilici & Mesutoğlu, 2016; Gülhan & Şahin, 2016; Özçakır-Sümen & Çalışıcı, 2016).

Since teachers have a key role in implementing new methods and activities in their classes, it is crucial for teachers to gain experiences in preparing and implementing such activities during their undergraduate. As our study already indicated, we therefore strongly suggest conducting STEM activities in RPFE, teaching practice and special teaching methods courses.