Examination of pre-service teachers' STEM semantic awareness and attitudes in terms of different variables

STEM education is an approach in which the subjects are handled in an interdisciplinary context concerning daily life from pre-school to higher education. Teachers have a crucial role in the implementation of STEM education. This study aims to examine the awareness of pre-service science, primary school teachers and pre-school teachers towards STEM awareness and their attitudes towards STEM in terms of different variables. The research was carried out based on the relational survey model within the scope of the quantitative research design. The accessible universe of the research consists of the education faculties of state universities in four provinces located in Central Anatolia and having a higher number of pre-service teachers. The sample of the study consisted of 1275 pre-service science, primary school, and pre-school teachers selected randomly from these education faculties. "Personal Information Form", "STEM Semantic Awareness Scale", "Attitude Scale Towards STEM" were used to collect data. Descriptive and relational statistics were used to examine attitudes and awareness levels in terms of variables. The results obtained showed that pre-service teachers' expected and observed attitude levels were medium and low. STEM awareness levels do not match expected and observed averages. In addition, pre-service teachers' awareness and attitude levels differ significantly according to university, department, grade level, having knowledge about STEM and participating in STEM-related education. However, the gender variable is not a factor in attitude and awareness.