Investigation of teachers' self-efficacy perceptions of awareness, attitudes and intra-class practice towards STEM education

The aim of this study is to investigation teachers' awereness, attitudes and ıntra class practice self-efficacy toward stem education. In this study descriptive and correlational survey model has been used to determine whether differ teachers' awareness, attitudes and self-efficacy perceptions of STEM education according to various variables and relationship between them. The population of the study have conducted primary school teachers working in primary schools and science, mathematics, information technology and technology design teachers who work in secondary schools, in the central districts of Diyarbakır province (Bağlar, Kayapınar, Sur and Yenişehir) in 2018-2019 academic year. The sample of the research has been determined with the suitable sampling method. Within the scope of the research, data collection forms were distributed to 641 teachers, 32 of the returned forms were excluded from the sample due to the missing form and the data of the study has been conducted on 609 scale form. The data of the study collected included tree scale; "STEM awarenness scale" developed by Çevik (2017), "Attitude Scale for STEM education" and "STEM ıntra class practice self-efficacy perceptions scale" developed by researchers and personal information form that collected the teachers' demographic data. In the the analyze of datas arithmetic mean, standard deviation values, t test for independent samples, one-way ANOVA and Correlation analysis methods have been utilized used. According to the findings; •Awareness levels of teachers about STEM education which sub- dimensions "Effect to Students" and "Effect to Teachers" are high at the level of "agree". •Awareness levels of teachers about STEM education which sub- dimension "Effect to Lesson" is "undecided" and medium level. •Teachers' awareness level on which STEM education will improve students' analytical thinking and problem solving skills is high at the level of "agree". •Teachers' awareness that STEM education will classroom control and time in class are medium at the level of "undecided". •Teachers' awareness level that STEM education can be applied whitout the need for hig-level materials is low at the level of "disagree". •Teachers' attitudes towards STEM education are positive as a level of "agree". •Teachers' attitude that is important to encourage students to try again in their possible mistakes and to relate lesson activities to real-life problems have a positive as a level of "agree". •Teachers have less positive attitudes than the other subjects about the importance of designing different models with teachers in STEM fields and designing learning-teaching activities by centering science, mathematics, engineering and technology (STEM). •Teachers' ıntra class practice self-efficacy perceptions about STEM education both in the overall scale and in the sub-dimensions are positive as a level of "agree". •Teachers' ıntra class practice self-efficacy perceptions about STEM education the lowest mean is belong to "STEM entegration" sub- dimension. •Teachers' self-efficacy perceptions in terms of encouraging to ask students to think critically and in relation to the real life knowledge of the students are positive at the level of "agree". •Teachers' perceptions of self-efficacy in integrating the lesson plan into the engineering design process and designing learning-teaching activities in accordance with the 5E model are negative at the level of "partially agree". •Teachers' perceptions of self-efficacy in designing materials for STEM activities suitable for achievements and integrating STEM education into the existing curriculum are lower than other items. •Between STEM attitude and STEM awareness of sub- dimensions of "Effect to Students" is intermediate correlation, sub dimension of "Effect to Lessons" and "Effect to Teachers" are low correlation showed positive significant and meaningful. •Between STEM attitude and ıntra class practice self-efficacy perceptions have a low correlation positive significant and meaningful. •Between STEM ıntra class practice self-efficacy perceptions and STEM awareness of sub- dimensions "Effect to Students" and "Effect to Teachers" sub- dimensions have intermediate correlation; sub-dimension "Effect to Lesson" low correlation, positive significant and meaningful.