Examination of pre-service class teachers pedagogical content knowledge (pack) towards science, technology, engineering and mathematics (STEM)

STEM education approach, which has been mentioned frequently all over the world due to the developments in science and technology in recent years, is becoming more and more widespread in our country. The purpose of this study is to examine the pedagogical content knowledge of prospective classroom teachers for STEM. The study group of the study consists of 202 prospective classroom teachers (156 female, 46 male) who studied at Giresun University and Ordu University Faculty of Education in the 2021-2022 academic year. Sequential descriptive pattern from mixed method designs was used in the research. A screening model was used in the quantitative dimension of the study and a case study was used in the qualitative dimension. The data of the study were collected using the "STEM Pedagogical Content Knowledge Scale" developed by Yıldırım and Topalcengiz (2018) and the "semi-structured interview form" developed by the researcher. In the analysis of the quantitative data collected, SPSS 21 package program was used and content analysis was used in the analysis of qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service teachers for STEM did not differ significantly in terms of the variables of the high school they graduated from, science proficiency and willingness to receive STEM education. Gender-related technology sub-dimension, science and mathematics sub-dimension with grade level, pedagogy, engineering and 21st education status with mother.the sub-dimension of yy skills is pedagogy with the father's educational status and 21.there was a significant difference between the yy sub-dimension, the science sub-dimension with STEM knowledge, and the mathematics sub-dimension with STEM Decency. According to the qualitative results of the study, it was found that prospective classroom teachers have a positive perspective on STEM education, but they consider themselves inadequate in this regard because they have not received education. According to the results obtained from the study; In order to increase the level of pedagogical knowledge of pre-service teachers for STEM education, it may be recommended to add them to the curriculum as courses by providing trainings during the undergraduate period.