Examining the views of prospective teachers on FETEMM awareness and i̇ntegrati̇on i̇nto curri̇culum

This study aims to examine candidate teachers' awareness of STEM, orientations about STEM integration into the curriculum and these two attitudes in terms of various variables (gender, department, grade level, age range). For this purpose, the study was carried out with 525 prospective teachers studying at all levels of science education, mathematics education, preschool education and classroom education in Akdeniz University Faculty of Education in 2018-2019 academic year. In this study, where the general screening model was used as a method, Personal Information Form, FeTeMM awareness scale (FFÖ) and integrated FeTeMM teaching orientation scale (EFÖYÖ) were applied to the teacher candidates. The data obtained were transferred to the appropriate analysis program and evaluated. According to the findings of the study, it is seen that the candidate teachers' awareness of STEM is generally "positive". When the prospective teachers' integrated STEM education orientations about the integration of STEM education into the curriculum are examined, it is seen that the knowledge, value, attitude, perceived behavior control and behavior orientation dimensions are generally "positive". subjective criterion dimension scores are "partially agree, undecided". When the candidate teachers' awareness of STEM is examined according to other variables, it is seen that there is no significant difference according to gender. According to the department they are studying, it is seen that the students who are in the field of Science Education, the students who are in the 4th grade according to the grade level and the ones who are 21 years and older according to the age range have more positive awareness level.When the tendencies of STEM education were examined according to other variables, it was seen that there was no significant difference according to gender. A significant difference was found in favor of Science Teaching in all dimensions according to the departments they studied. In terms of class level and age ranges, there was no significant difference in all dimensions except perceived behavior control and behavior orientation dimension. In the research, it is seen that pre-service teachers have concerns about having sufficient skills to use STEM education, improving learning performance, preparation in application areas and project design. Undergraduate education processes can be reconsidered and courses can be opened in the field of STEM education, and it can be ensured that Candidate teachers can design STEM oriented projects in which they can develop themselves.