Science, mathematics and primary preservice teachers' intention on STEM teaching

In this study, it is aimed to investigate the orientation level of STEM taching of science, mathematics and primary teacher candidates according to diffirent variables such as gender, department and university. The population of the study consists of prospective teacher who study at the Faculties Education in Akdeniz, Pamukkale and Kastamonu Universities. The simple is composed of 516 teacher candidates in the 4th year of Science, Mathematic and Primary Department in 2016-2017 academic year. In this research scanning model was used from quantitative research methods. In addition, the study group has been utilized while being easily accessible. The candidates participating in the research were asked to complete a questionnaire, developed by Lin and Williams (2015), Hacıömeroğlu and Bulut (2016) applied 7 the type of "Integrated STEM Teaching Orientation Scale" adapted to Turkish candidates. Descriptive statistics (arithmetic and standard deviation) of the data collected from the scale applied to the prospective teachers were calculated in order to reveal the orientation levels of the Integrated STEM teaching. T test (independent samples t test) for independent groups to determine whether the levels of integrated STEM teaching orientations differ according to gender variable; and one way ANOVA tests were used according to the variables of university and education field. As a result of this study, it was found that the levels of STEM teaching orientations were positive in the knowledge, value, attitude, subjective criteria and perceived behavioral control and behavioral orientation subscales considering all the teacher candidates. While there is no significant difference in the dimensions of information and subjective criteria when looking at variables, there is a significant difference in favor of women between average scores of value, attitude, perceived behavior control and behavioral orientation subscales. When the prospective teachers were examined according to the variables they studied, the difference between the average scores in the knowledge, attitude, value perceived behavior control and behavior orientation subscales was found to be statistically significant. Knowledge, attitude, value perceived behavioral control, and behavioral orientation subscales are significant dimensions in favor of science teacher candidates in their dimensions. When examined in terms of university variables, the difference between the total average scores obtained from the scale was statistically significant only for the value sub-dimension.