The effects of STEM activities on pre-school teachers' computational, critical and multidimensional 21st century skills

In this study, the relationship between pre-school teacher candidates' STEM activities and computational thinking, critical thinking and multidimensional 21st century skills was examined. In the research process, quasi-experimental design, which is one of the quantitative research approaches, was used. 78 pre-school teacher candidates, determined by appropriate sampling method, participated in the research. Experimental and control groups were formed within the scope of the research. In the research, three different scales whose validity and reliability studies are found in the literature were used as data collection tools. The research covers a period of 10 weeks in total. Due to the COVID-19 pandemic, the applications were carried out online. The results of the research were analyzed through the SPSS program using quantitative data analysis methods. Descriptive and inferential statistical techniques were used in the analysis of the research data. When the results of the research are examined, it is seen that there are positive and significant differences in both the experimental group and the control group. However, the rates of change in the experimental group were higher and more significant than those of the control group. The results of the research indicate that STEM activities developed in the pre-school period contribute to teacher candidates' computational thinking, critical thinking and 21st century skills development.