Investigation of preschool teachers' awareness of STEM education

The main purpose of this research is to examine the awareness of preschool teachers working in Diyarbakır on STEM education. For this purpose, the simultaneous sequential design of the mixed method was used to collect and analyze appropriate data. In accordance with this pattern, first quantitative data, then qualitative data based on quantitative data were collected and analyzed. Three different data collection tools were used in the study. The first of these tools is the STEM awareness scale developed by Çevik (2017) for the collection of quantitative data. A semi-structured interview and observation form developed by the researcher was used to collect qualitative data. The universe and sample of the quantitative part of the research consists of preschool teachers working in Diyarbakır in the 2021-2022 academic year. In this context, STEM awareness scale was applied to 264 preschool teachers working in central and rural areas and the results were analyzed using unrelated t-test and one-way analysis of variance (one-way ANOVA). The participants in the qualitative part of the study were determined according to the easily accessible sampling method, one of the purposeful sampling methods, among the teachers who applied the STEM awareness scale. In this context, 13 participants for semi-structured interviews and 3 participants for observation voluntarily agreed to contribute to the research. Content analysis was performed for qualitative data. According to the results of the research, no significant difference was found in terms of preschool teachers' awareness of STEM education in terms of gender, class size, age group, place of work, professional seniority, graduated high school. On the other hand, a significant difference was detected in variables such as "technology attracts my attention" and "taking STEM education". As a result of the research, it was found that preschool teachers had high STEM awareness levels but were not aware of it, they applied STEM activities and the stages of STEM education approach in their classrooms and activities, but in-service seminars on STEM education etc. It was concluded that if they were taken, they would feel more self-confident and sufficient. In addition, it has been concluded that STEM education will become widespread and easier with factors such as material support to be offered to schools, STEM education plans, and improvement of physical conditions, and therefore the STEM awareness level of teachers will increase.