The Effects of Scenario-Based STEM Project Design Process with Pre-Service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

Y

27

Vignettes; Problem Based Learning; Active Learning; Student Projects; Inquiry; STEM Education; Science Education; Engineering; Design; Preservice Teachers; Undergraduate Students; Public Colleges; Secondary Education; Instructional Effectiveness; 21st Century Skills; Teacher Competencies; Intention; Student Attitudes; Scientific Attitudes; Self Efficacy; Foreign Countries

2377-2263

The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers' perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.

As Provided

2021

EJ1280884