The effects of STEM activities applied in mathematics courses for elementary pre-service teachers in Turkey

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Özçakır Sümen Ö., Çalışıcı H.

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, vol.53, no.12, pp.3352-3376, 2022 (ESCI)

• Publication Type: Article / Article
• Volume: 53 Issue: 12
• Publication Date: 2022
• Doi Number: 10.1080/0020739x.2021.1944679
• Journal Name: INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY
• Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), zbMATH, DIALNET
• Page Numbers: pp.3352-3376
• Keywords: Belief about mathematical problem solving, mathematics achievement, problem-solving skills, elementary pre-service teachers, STEM awareness, STEM education, EDUCATION, SCIENCE, STUDENTS, INTEGRATION
• Ondokuz Mayıs University Affiliated: Yes

Abstract

This research presents the outputs of problem-solving based STEM education activities applied in an undergraduate mathematics course. An experimental study using a randomized pretest-posttest control group design was carried out to examine the development of elementary pre-service teachers in the fields of mathematics achievement, belief about mathematical problem solving, STEM awareness, and problem-solving skills. Outcomes revealed that pre-service teachers in the experimental group (i.e. those taking the STEM course) showed a greater improvement in mathematics achievement in the areas of volume and surface area of solids, trigonometry, coordinate system, and STEM awareness than those in the control group after taking the course. Also, an increase in the problem-solving skills of pre-service teachers was found. The implications of the findings and the development of elementary pre-service teachers were discussed.