Effectiveness of STEM-based Instruction: Preservice Mathematics Teachers’ Opinions and Its Effects on Self Efficacy

Veysel Akçakın; Ümran Betül Cebesoy

doi:10.30703/cije.1340509

EN TR

Effectiveness of STEM-based Instruction: Preservice Mathematics Teachers’ Opinions and Its Effects on Self Efficacy

Abstract

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.

Keywords

References

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Details

Primary Language

English

Subjects

Mathematics Education , STEM Education

Journal Section

Research Article

Authors

Veysel Akçakın ^*
0000-0002-7705-0722
Türkiye

Ümran Betül Cebesoy
0000-0001-7753-1203
Türkiye

Publication Date

March 27, 2024

Submission Date

August 10, 2023

Acceptance Date

January 3, 2024

Published in Issue

Year 1970 Volume: 13 Number: 1

DOI

https://doi.org/10.30703/cije.1340509

IZ

https://izlik.org/JA63NF59UF

Cite

RIS / Bibtex

APA

Akçakın, V., & Cebesoy, Ü. B. (2024). Effectiveness of STEM-based Instruction: Preservice Mathematics Teachers’ Opinions and Its Effects on Self Efficacy. Cumhuriyet Uluslararası Eğitim Dergisi, 13(1), 134-147. https://doi.org/10.30703/cije.1340509

Cited By

Exploring Turkish K-12 pre-service and in-service teachers’ STEM self-efficacy: A systematic review

Turkish Journal of Education

https://doi.org/10.19128/turje.1715589

Effectiveness of STEM-based Instruction: Preservice Mathematics Teachers’ Opinions and Its Effects on Self Efficacy

Effectiveness of STEM-based Instruction: Preservice Mathematics Teachers’ Opinions and Its Effects on Self Efficacy

Abstract

Keywords

STEM Temelli Öğretimin Etkililiği: Matematik Öğretmen Adaylarının Görüşleri ve Öz Yeterliklerine Etkisi

Öz

Anahtar Kelimeler

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

Cited By

Exploring Turkish K-12 pre-service and in-service teachers’ STEM self-efficacy: A systematic review

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