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

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

Öz

Bu çalışma, STEM tabanlı öğretimin, matematik öğretmen adaylarının matematik öğretimi öz-yeterliği üzerindeki etkisini ve STEM tabanlı öğretime ilişkin görüşlerini incelemektedir. Çalışmaya 23 matematik öğretmeni adayı katılmıştır. Çalışmada aynı anda iki tür verinin (nitel ve nicel) toplanması olarak karakterize edilen eşzamanlı karma yöntem deseni kullanılmıştır. Veriler, Matematik Öğretimi Özyeterlilik İnancı Ölçeği ve açık uçlu sorularla toplanmıştır. Sonuçlar, matematik öğretmeni adaylarının matematik öğretimi öz-yeterlik puanlarının son test lehine önemli ölçüde farklılaştığını göstermektedir. STEM disiplinlerini bütünleştirme konusunda yetkin hisseden katılımcı sayısı uygulamadan sonra artmıştır. STEM tabanlı öğretim, matematik öğretmeni adaylarının matematik öğretim yeterliliği ve matematik öğretimi sonuç beklentisi ile ilgili kişisel inançlarını iyileştirmiştir. Diğer bir önemli bulgu da matematik öğretmen adaylarının matematik ve diğer disiplinleri ilişkilendirme hakkındaki farkındalıklarının arttığını ve STEM disiplinlerini entegre etme konusunda kendilerini daha yeterli hissettiklerini ortaya koymuştur.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Matematik Eğitimi , STEM Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

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

Ümran Betül Cebesoy
0000-0001-7753-1203
Türkiye

Yayımlanma Tarihi

27 Mart 2024

Gönderilme Tarihi

10 Ağustos 2023

Kabul Tarihi

3 Ocak 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 13 Sayı: 1

DOI

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

IZ

https://izlik.org/JA63NF59UF

Kaynak Göster

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