Analyzing the effect of science technology engineering and mathematics (STEM) applications with respect to different dependent variables

The aim of this research is to examine the effects of science, technology, engineering and mathematics (STEM) on the pedagogical content knowledge and the self-efficacy beliefs towards science teaching of the pre-service teachers. 20 pre-service science teachers constitute the study group of this research carried out in two steps as pilot and practice. This study has been conducted during 10 weeks (4 hours per week) in spring semester of 2016-2017 academic year. The research is planned in the convergent parallel design among the mixed research methods in which the qualitative and quantitative research methods are implemented together. Within the study, pre-test post-test quasi-experimental design with one sample among the quantitative research methods has been used. Case study method among the qualitative research methods is applied. Whereas "Self-Efficacy Belief in Science Teaching Scale" has been used as the quantitative data collection instrument, "Pre-service Teacher Interview Form" (PTIF) generated by the researcher has been applied as the qualitative data collection instrument in the research. The quantitative data obtained in the study have been analyzed through the SPSS packet program. Also, in the analysis of the qualitative data, the data have been conveniently analyzed in accordance with the steps of the content analysis. It has been concluded that the STEM education practices have a positive effect on the self-efficacy beliefs in science teaching. In addition, it has been comprehended that the STEM practices are of a positive effect on the pedagogical and content knowledge of the pre-service teachers. As a result of these findings, STEM education can be adequately included in the education of teachers. Some other studies in which the effects of STEM education on pedagogical knowledge and field knowledge are examined can be conducted.