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Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 2, Article 4 (Jun., 2021) |
Awareness theme
The pre-service teachers' awareness of STEM education was revealed by analysing two questions. The codes, the sample coding, and the coding frequency can be seen in Table 2. Looking at Table 2, it can be deduced that most of the pre-service teachers think that science is related to mathematics and technology. But it can be postulated that the students may think of this relationship of maths-science and technology-science like a binary interaction and that it does not present a correlation between the three disciplines. Pre-service teachers also discussed the relationship between these disciplines from a teaching perspective. One pre-service teacher referred to the relationship between science and math from the perspective of science teaching and said that “The science lesson becomes difficult to understand without the knowledge of mathematics (T5)”.
Seven of the pre-service teachers stated that they had not heard of STEM education before, two of them heard it but did not know the content. That meant that approximately 70% of the participants did not know the content of STEM. After the activity, the participants had some positive reviews. For example, one participant stated that STEM education can be used in schools by saying “It is very useful and can be added to the school curriculum (T11).” Pre-service teachers believe that STEM education will create long-lasting knowledge for students. One participant expressed this opinion as "I think STEM is very useful and it can provide mastery in learning (T2)." Two pre-service teachers stated that STEM education is a focused approach to solving problems in daily life. A pre-service teacher stated his thoughts on STEM by saying “I learned that STEM helps solve a problem more easily and fun (T9)”.
Table 2. Codes in awareness theme
Questions
Codes
Examples of open coding
Coding frequency
Is there a relationship between science and mathematics and technology? If there is a relationship, what is the relationship?
There is a relationship.
- There is a relationship. It is related to numerically.
7
Mathematics and Science
- Many calculations are made with mathematics and transferred to daily life with science.
- Mathematical calculations are needed to advance in the field of science.
3
Teaching perspective
- Mathematics and science courses are difficult courses for students. For this reason, if we associate these lessons with technology instead of teaching them abstractly, the lesson becomes better concrete and easy in the student’s minds.
3
Technology and Science
- Technology cannot exist without scientific knowledge.
2
Have you heard of the STEM approach before? How did this training change your knowledge about STEM?
Never heard
- I had never heard of it before.
- No, I hadn't heard of it.
7
Positive thoughts
- I learned about how it can make our daily lives more convenient
- I think STEM is useful and necessary.
6
Long-lasting knowledge
- I think that STEM education can be much more helpful in providing long-lasting knowledge.
3
Heard it but not know its content
- I heard it before, but I didn't know enough about its content.
2
Problem solving
- This activity informed me that STEM was developed to find better solutions to daily problems.
2
School dimension theme
The views of pre-service teachers about the use of STEM education in schools were investigated with three questions. Table 3 presented the codes, sample coding, and coding frequency in the theme of school dimension. According to Table 3, nine participants thought that STEM education should take place in secondary school, while two participants said that they should definitely be given. In this question, it was seen that only one participant thought that STEM education should not be given at the secondary school level. No coding was done because one participant said. The participant named T6 stated that "it can be a bit hard at the secondary level ..." and stated that secondary school students are not ready for STEM education especially in terms of coding. Pre-service teachers who think that STEM education should be given in secondary school consider that STEM education will increase the students' interest, embody abstract knowledge, and contribute to meaningful learning.
Table 3. Codes in school dimension theme
Questions
Codes
Examples of open coding
Coding frequency
Should STEM education be provided at the secondary school level? Why?
Yes
I think it should be applied
Yes9
Mastery and meaningful learning occur
Because, in terms of visuality, topics become more long-lasting.
4
Increases interest
It should be applied for students to take an interest in science and mathematics.
3
Embody abstract knowledge
Children of that age learn abstract things in a concrete way.
2
Definitely yes
Definitely should be applied
2
In your opinion, what does STEM education contribute to the characteristics of students? How?
Creative thinking
Improves creativity aspects.
7
Psychomotor skills
Contributes to the development of practical skills.
4
Problem solving ability
It provides development to find solutions to problems.
2
Would you like to include STEM applications in your classroom when you become a teacher? Why?
I would like to use
Of course, I would like to use it.
13
Long-lasting knowledge
It makes a great contribution by providing long-lasting learning experiences for the student.
4
Enjoyable
So nice, fun.
3
Remarkable
Because the students' interest in the course increases.
3
Pre-service teachers think that STEM education will develop the students' creative thinking skills the most. A teacher candidate expressed this opinion by saying “It contributes to the development of the student's imagination (T1).” The most cited skill after creative thinking is psychomotor skill. One pre-service teacher said about STEM education, "It can contribute to the development of both the cognitive and motor skills of students (T3)." In addition, pre-service teachers think that STEM education will improve students' problem solving skills.
All pre-service teachers want to use STEM education when they start working as teachers. Because in general, they think that STEM education will provide lasting knowledge, is fun, and will attract the students' attention. A pre-service teacher stated that “With STEM education, lessons will not become monotonous and will become more fun (T9).” He stated that STEM education is fun.
STEM concept theme
The general impressions of pre-service teachers about STEM education were investigated with three questions. Table 4 shows the codes obtained in the theme of STEM concept, sample coding, and coding frequency. In the general thoughts of pre-service teachers about STEM education, its effect on learning comes to the forefront. Pre-service teachers think that the STEM approach should be used especially in science education. In addition, they stated that before they become a qualified teacher, STEM education should be explained to them.
Table 4. Codes in school dimension theme
Questions
Codes
Examples of open coding
Coding frequency
What are your thoughts on the STEM approach?
Effective in learning
I think it is very effective in student learning.
6
Should be used in science education
It should be used in education and business life.
3
Should be involved in teacher education
It should be introduced in detail, taught in education faculties, and brought to a level that all teachers can use.
2
What do you think about the sustainability of STEM education? Do you think it will be permanent or temporary in the education system?
Can be permanent
I think it will be permanent.
8
Substructure should be supported
It will be a very good practice in the education system if all the schools are supported.
3
It won't be permanent
It may be very fashionable for now, but if a breakthrough in science is made in the coming days, it may not be preferred as much.
2
How do you evaluate the relationship between STEM education and real life?
Seeks a solution to real-life problems
Problems in daily life can be solved with technology in easier ways.
5
Intertwined with real life
It is completely related to real life.
4
Reflects the purpose of engineering
It can be used for students who are prone to engineering to notice their talents.
3
The majority of pre-service teachers think that STEM education will remain important in the coming years. Only two pre-service teachers stated that STEM could fall off the agenda with the emergence of new approaches. The pre-service teachers stated that the substructure in schools is very important in STEM education and that these conditions should have a connection with each other.
Pre-service teachers explained the relationship between STEM education and real-life by seeking solutions to real-life problems. One participant expressed this view by saying “When the student encounters a similar problem in the future, he knows how to solve the problem (T12).” Pre-service teachers stated that STEM education has a correlation with conventional education and is intertwined with real life. In addition, three participants stated that this approach is related to real life and can introduce engineering with STEM education.
Self-efficacy theme
The self-efficacy of pre-service teachers about STEM education were investigated with three questions. Table 5 gives the codes, sample coding, and coding frequency in the theme of self-efficacy. According to Table 5, most of the pre-service teachers stated that they do not see themselves as ready to attend science classes, they want to take courses about STEM education and coding, and that they will use the STEM approach if they become familiar with it.
Table 5. Codes in self-efficacy theme
Questions
Codes
Examples of open coding
Coding frequency
Do you consider yourself competent in terms of pedagogical and content knowledge to teach science course? Please explain.
I don't have competent motivation
No, I don't have competent motivation.
6
I have to improve myself although I am ready
I see myself sufficient enough to express myself and transfer knowledge to students, but I need to improve myself.
4
What would you like to learn apart from what you know during your university education for science teaching? Please explain.
STEM
I would like to take a course on STEM education.
5
Coding
I would like to do training in coding.
3
Instructional technologies
I would like to learn and use the technologies employed in education more.
3
Can you use this approach in your class after having received a training on STEM approach?
Definitely yes
I would definitely consider using it.
8
I use it if I learn enough
Of course, if I believe I have reached a sufficient level.
2
