The effect of Montessori approach-based STEM education on the learning skills of pre-school teachers

Montessori approach-based STEM education, one of the current educational approaches, was given to measure the tendency, knowledge, and skills of prospective preschool teachers, and its effect was examined. In this context, the effect of Montessori approach-based STEM education, which was online and remotely applied due to COVID-19, on prospective preschool teachers' lifelong learning tendencies, self-managed learning skills, and ability to create a constructivist learning environment was determined in the study. A sequential explanatory mixed-method model was used in the research. The research was conducted for 14 weeks with 53 prospective teachers studying at the Faculty of Education, Department of Pre-School Teaching of a state university which was selected using the purposive sampling method. 14 different Montessori approach-based STEM activities, which were created by using simple materials from daily life, were applied to prospective teachers through online distance education in line with the instructor's guidance throughout the research. In the study, "Lifelong Learning Tendency, Self-Managed Learning Skills, Constructivist Learning Environment" scales were applied to obtain quantitative data. Semi-Structured Interview Forms were applied to collect qualitative data. Paired samples t-test, which is one of the statistical methods of data analysis was used to analyze quantitative data, and the content analysis method was determined in the analysis of qualitative data. According to the findings, significant differences were found between pre-test and post-test scores of preschool prospective teachers' lifelong learning tendencies, abilities to create a constructivist learning environment, and self-managed learning skills due to the Montessori approach-based STEM education. In addition, considering qualitative findings, it has been stated that prospective teachers have contributed to their personal and social development, a sense of responsibility towards learning has been raised in teachers, and they have learned to develop different methods or strategies and they have gained an understanding of what should be considered in a constructivist learning environment thanks to the activities.