Examining Teachers' Views on In-Service STEM Education

Authors : Hüseyin Yolcu, Orhan Karamustafaoğlu

Pages : 569-588

Doi:10.17522/balikesirnef.1729920

View : 74 | Download : 154

Publication Date : 2025-12-29

Article Type : Research Paper

Abstract :This study aims to examine the effect of 30 hours of basic level STEM in-service training on teachers\\\' thoughts about STEM education, using quantitative and qualitative methods. In the study designed using a mixed methods approach, an overlapping embedded design was used. For the quantitative part of the study, a one-group pretest-posttest model was adopted; data were collected with the 15-item \\\"Scale of Teachers\\\' Opinions on STEM Education\\\" developed by Çevik (2017). In the qualitative methods, semi-structured interviews were conducted with 9 teachers, and the data were analyzed thematically using NVivo. The study group consisted of 16 teachers from pre-school (43.75%), primary classroom (18.75%), science (12.25%), technology design (12,25%), information technologies (6.25%), and mathematics (6.25%) fields. The findings reveal that there is a prevailing perception that STEM education contributes to the development of students’ analytical thinking, problem-solving, and manual skills. In addition, the view that STEM education increases student motivation and relates to daily life became more prominent after the training. Teachers’ negative opinions regarding STEM education as requiring a high level of materials and being time-consuming decreased. As a result, it was revealed that STEM education contributed significantly to teachers\\\' professional development and students\\\' academic achievement. However, in order to implement this education effectively, teachers need more support and training. These findings constitute an important basis for the dissemination of STEM education and making teachers competent in this field.
Keywords : STEM eğitimi, öğretmen görüşleri, hizmet içi eğitim, karma yöntem

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