@article {1321,
	title = {DETERMINING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING ABOUT STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {833-850},
	abstract = {STEM education is included in education programs by many countries on a global scale. Pre-service teachers are also expected to apply STEM education in their future classrooms. The aim of the research was to determine how pre-service science teachers perceived STEM education, whether they adopted it or not, whether they thought of themselves as sufficient, and the environment and situations that affected their STEM experience. The understanding of the pre-service science teachers was tried to be determined before the theoretical STEM education, after the theoretical education and after the STEM application. The study group of the research consisted of a total of 66 pre-service teachers. Content analysis results of the interviews were carried out in three stages. It was found that there was no single STEM definition that pre-service science teachers agreed on. The training provided increased the STEM competency levels of pre-service science teachers. However, the majority of pre-service science teachers defined themselves as having intermediate competence in STEM education. Pre-service teachers adopt STEM education and believe that it will contribute to students. Pre-service science teachers had the most difficulty in disciplinary integration during the STEM theory and practice education. The most preferred model after both theoretical knowledge and application was the problem-based STEM model. },
	keywords = {content analysis, pre-service science teachers, STEM education, STEM understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.833},
	url = {https://oaji.net/articles/2023/987-1697653649.pdf},
	author = {Gonca Ke{\c c}eci}
}
@article {745,
	title = {USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {158-170},
	abstract = {In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design.  The research  was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at F{\i}rat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.},
	keywords = {Algodoo software, integrated teaching knowledge, pre-service science teachers, problem-solving skills, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.158},
	url = {http://oaji.net/articles/2019/987-1554359281.pdf},
	author = {Burcu Alan and Fikriye Kirba{\u g} Zengin and Gonca Ke{\c c}eci}
}
