The efects of design based stem (science, technology, engineering and mathematics) activities on pre-service sciece teachers'knowledge levels, science process skills and attitudes

In this study, effects of design-based STEM (Science, Technology, Mathematics and Engineering) activities on pre-service sophomore science teachers' knowledge levels, science process skills and attitudes towards renewable energy sources were investigated. In this study, the one group pretest-posttest design was used. The participants of the study were 25 sophomore pre-service science teachers Science Teaching Laboratory Practices II course. The quantitative data were gathered through Scientific Process Skills Test and Attitudes towards Renewable Energy Resources. The qualitative data were gathered open-ended questions regarding Renewable Energy Sources The scales and open-ended questions were applied as pre-test and post-test before and after the implementation. In this study, the effects of design tables and independent sample T test and content analysis were used to analyze the obtained data. The results revealed that there was a statistical significant difference in total scores of science process skill test between pre- and post-test implying that design based STEM service science teachers' scientific process skills. However, there was no significant difference in their attitude scores after implementation. The qualitative data analysis showed that participants' answers to open-ended questions were varied implying that their knowledge towards renewable energy sources has increased.