An investigation of pre-service preschool teachers' preparation of a STEM activity plan associated with the engineering design process

This study aimed to examine the processes by which pre-service early childhood teachers developed STEM activity plans related to the EDB, the content of the activity plans they prepared, and their views on the process. The study group consisted of 27 pre-service early childhood teachers enrolled in the Department of Early Childhood Education at Bolu Abant İzzet Baysal University's Faculty of Education during the spring semester of the 2022–2023 academic year. The research was conducted using one of the qualitative research methods, the case study method, and employed an embedded single-case design. Data collection tools included the activity plans developed by the participants and structured interview forms prepared by the researcher. Due to the earthquake in Kahramanmaraş, the study was carried out through distance education and lasted for eight weeks. Before the implementation phase, a structured interview form related to the EDB and STEM was administered to the pre-service teachers. Subsequently, educational presentations were delivered over five weeks. Following this, the pre-service teachers were asked to design, implement, and document a STEM activity plan integrated with EDB. At the end of the implementation process, participants' views on EDB, STEM, and the integrated activity planning process were collected through structured forms. The qualitative data obtained were analyzed using descriptive analysis and content analysis methods. The results of the study revealed that the EDB and STEM training, as well as the practices conducted within this scope, had a positive impact on the pre-service teachers. It was found that such training supports the development of 21st-century skills, higher-order cognitive skills such as problem-solving and critical thinking, experiential learning, and the retention of knowledge by linking learning to real-life contexts. It was also concluded that pre-service teachers mostly associated their activity plans with the STEM disciplines of science, engineering, and mathematics, and that they would integrate STEM education with the Engineering Design Process (EDP) into their teaching practices in their professional careers. In light of these findings, it is considered that providing pre-service teachers with experiences related to EDB and STEM during their undergraduate education may encourage them to integrate such practices into their future teaching careers.