Opinions of preschool teachers on STEM approach in early childhood (a practical study)

Opinions of Preschool Teachers on STEM Approach in Early Childhood (A Practical Study) The objective of the present study is to determine the opinions of preschool teachers about STEM approach in early childhood. In this study, explanatory mixed method is used out of mixed research methods. Within the scope of this research, quantitative data are collected from teachers at first, and then, qualitative data are collected from them. One group quasi experimental pretest posttest design is used within the scope of the study. Study group of the research is comprised of 22 preschool teachers. When study group is being created, goal-oriented sampling is used out of nonprobability sampling methods. Criterion sampling method is selected out of the aforementioned sampling method. Preschool teachers were informed on the study pre-research, and asked to complete volunteer forms. In the research, preschool teachers from STEM education were subjected to the pretests of "Teacher Self-Efficacy Scale" and "STEM Teacher Efficacy and Attitudes Toward STEM (T-STEM) Scale". Then, teachers had undergone a training period of 8 weeks. In the end of training, teachers were subjected to the posttests of "Teacher Self-Efficacy Scale" and "STEM Teacher Efficacy and Attitudes Toward STEM (T-STEM) Scale", as well as "Teacher Interview Form". Statistical assessment of quantitative data was analysed by SPSS 24 package program. Comparative sampling t test was performed in assessment of quantitative data. Qualitative data were assessed by content analysis. When we review results of the study, we detected that there is a positive significant difference in pretest-post test scores of preschool teachers, who received STEM education (p<0.05). As a result, we reached to the conclusion that teachers consider STEM education as important, and that STEM education must be initiated from early childhood. Keywords: Education, Early Childhood, STEM.