The effects of stem activities and stem-based robotic activities on hypothetical-creative reasoning, lifelong learning and constructivist learning development of prospective science teachers

This research was conducted on STEM activities carried out with simple materials and STEM-based robotic activities. hypothetical-creative reasoning skill was carried out to determine whether it has an effect on lifelong and constructivist learning development. The research sample consisted of 31 teacher candidates studying at the Faculty of Education, Department of Science Education in the 2018-2019 academic year. Mixed method was used in the study. In the study, a single group pre-test and post-test model, which is one of the weak experimental designs, was used to determine the hypothetical-creative reasoning skills, lifelong learning and constructivist learning change of teacher candidates. In the study, "hypothetical-creative reasoning skills, lifelong learning tendencies and constructivist learning environment" scales were used to obtain quantitative data. An open-ended "Semi-structured interview form" created by the researcher was used to obtain qualitative data. In addition, a reflective diary was applied to the students in order to identify the feelings and thoughts of the students after the STEM activities. STEM and STEM-based robotics training were given to candidates for 14 weeks. In the findings obtained as a result of the research; When the pretest and posttest scores of hypothetical-creative reasoning skills, lifelong learning and constructivist learning dispositions were compared, a significant difference was observed. According to the qualitative data, it was observed that the activities had a positive effect on teacher candidates' thinking skills, motivation, group work and taking responsibility skills. In the reflective diary data, it was observed that pre-service teachers found STEM activities useful, fun and interesting.