Abstract teachers opinions wi̇th science, engineering and entrepreneurship applications and development of gui̇de materials

Among the developed countries of the world in the 21st century technology age, the race for invention, knowledge and technology has gained speed. This race, all the countries that want to develop; it leads science, engineering and investment in new technologies. STEM (Science, Technology, Engineering, Mathematics) education aims to train qualified workforce in the fields of science, mathematics, engineering and technology, which are shown as future occupations. The aim of this study is to determine the opinions of the 4th grade primary school teachers about the changes and application process based on STEM approach in the curriculum of Science Education and to develop a guide material suitable for STEM approach to the "Force and Motion" unit in the 4th year Science Education Curriculum. Action research method was used in the study. The sample of the study consists of 9 primary school teachers working in various schools and 14 primary school students in the district of Trabzon, Of, in the 2018-2019 academic calendar. As data collection tools, semi-structured interview and unstructured observation methods were used. A semi-structured interview was conducted with the nine classroom teachers, who gave science courses to the 4th grade students, in order to determine the opinions about the changes in the STEM approach and the implementation process of it. The 8 lessons of STEM activity developed for the "Force and Motion" unit in the Science Education, which given in the 4th grade, were applied by the class teacher. During the activity, semi-structured interviews were conducted with students and classroom teachers. Researcher-participant observation method was used to observe the flow of the process. In the study, it is observed that teachers do not have knowledge about STEM approach, they also need in-service training, infrastructure of existing schools should be developed and workshops which are suitable for STEM approach in schools will be beneficial. Teachers cannot find time for activities in accordance with this approach because of dense program. In addition, it is concluded that the developed STEM activity increased the interest of the students in Science lessons and improved their social, affective, cognitive and dynamic skills.