The effect of STEM activities with flipped learning model onself-efficacy beliefs and STEM education approaches of prospective science teachers

In this study, it was aimed to examine the effect of STEM activitiesimplemented with inverted education model on teacher candidates' self-efficacy beliefs and STEM education orientation. Fort he purpose, the study was carried out with 4th grade students of Akdeniz University Faculty of Education Science Education in the fall semester of the 2019-2020 academic year. There are 35 teacher candidate in the control group and 39 teacher candidates in the experimental group. The experimental study continued for both groups for 10 weeks. While STEM activites were carried out for teacher candidates in the experimental group with an inverse education model, STEM activities were carried out with a traditional classroom approach in the control group. Research data "Teacher Self-efficacy Belif Scale" and "Integrated STEM Education Orientation Scale" were as pre-test and post-test. Finally, all teacher candidates created the files containing STEM activity reports throughout the application. According to the findings revealed in the study, it was found that STEM activities, which were processed with the reverse education model, positively affected selfefficacy beliefs and STEM teaching orientations in the experimental group students. In the research, preservice teachers found the STEM activities implemented with reverse education interesting. In- service training can also be facilitated for all teacher branches by explaining the reverse education model.