The evaluation of the STEM lesson plans designed by the mathematics pre-service teachers based on the 5E Learning Model according to teachers' views

This study aims is to examine the STEM lesson plans designed by the primary school mathematics teacher candidates based on the 5E model in line with the teachers' opinions. The study was carried out with a total of 25 teacher candidates, 6 male and 19 famale, who were studying in the second year of the primary education mathematics teaching program of a state university in the Western Black Sea Region. The case study method a qualitative approach was used in the study. The study was carried out in four stages. In the first stage, 8-week 5E-STEM lesson plan design training was given to pre-service teachers. In the second stage, pre-service teachers were asked to design a 5E-STEM lesson plan. The lesson plans designed in the next stage were examined within the scope of 5E-STEM themes and these themes were scored by teachers who are experts in the field of STEM. Gül's (2019) 5E-STEM rubric, revised by the researcher, was used as a data collection tool to evaluate the lesson plans. Kappa coefficients were calculated for the reliability of scoring between rubrics. In the final, an interview form consisting of seven open-ended questions was prepared in order to determine the difficulties experienced by the pre-service teachers in the designing a 5E-STEM lesson plan. In the study, interviews were conducted online using a semi-structured interview technique. Descriptive and content analysis were used analyze to the data on the opinions of the pre-service teachers. As a result of the study, it was seen that the lesson plans designed by the pre-service teachers generally scored in the adequate category in the entry theme from the achievements, 21st century skills, STEM activity, knowledge and skills for the profession, and 5E learning model steps. On the other hand, it was determined that they got points in the less sufficient category in the themes of real life problem, limitations on real life problems, product design and explanation from the 5E learning model steps. As a result of the interviews, it was determined that the pre-service teachers had difficulties in determining the achievements related to the engineering discipline, designing the activity based on STEM-based mathematics, and creating an analytical rubric for the product to be designed in the introductory step and activity.