Investigation of proportional reasoning changes of teacher candidates as a result of application of the developed STEM education module

The aim of this research is to examine the effects of the STEM education module, which was developed based on the engineering design process, on the pre-service teachers' strategies for solving proportional situations, overcoming their misconceptions about proportionality and on the development of their pedagogical content knowledge about proportionality. The design of the research was determined as a case study, one of the qualitative research methods. In the study, information was obtained from more than one data source and analyzed in order to examine the effects of an MTS-based STEM teaching module, which is a current phenomenon, on the strategies of solving proportional situations of primary school mathematics teacher candidates, overcoming their misconceptions about proportionality, and on the development of pedagogical content knowledge about proportionality. conclusion was reached. The study consists of two stages: module development and module implementation. Methods used to collect data; semi-structured assessment forms, engineering notebook, video recordings, in-group audio recordings, observation, lesson plans and lectures, focus group interview. As a result of the research, it was determined that the STEM education module, which was developed based on the Engineering Design Process, contributed to the development of primary school mathematics teacher candidates' strategies to solve proportional situations, to eliminate the misconceptions about proportionality and to the development of their pedagogical content knowledge about proportionality.