Eurasian Journal of Teacher Education

Yazarlar: ["Ekrem AKAN", "Betül TİMUR"]

Konular:-

Anahtar Kelimeler:STEM,21.yüzyıl becerileri,Fen bilimleri.

Özet: With this study, it was aimed to determine the proficiency of science teachers' STEM applications and 21st century skills in science education and the relationship between these fields. Sequential explanatory mixed method was used in the study. With the selection of this method, it was aimed to combine and use qualitative and quantitative methods within the scope of the research and to minimize the limitations of both approaches (Creswell, 2013). The universe of our research consists of science teachers working in Izmir in 2021-2022. In order to collect data in the research, "STEM Applications Competency Scale" and "21. Century Skills Proficiency Scale” was applied. Anova, T-test and Pearson correlation test analyzes were performed. As a result of the analysis, in the scale of 21st century skills It was seen that there was no significant difference in terms of gender variable, age variable, education level variable and the number of students in the class variable. When STEM applications proficiency scale scores are examined It was observed that there was a significant difference in terms of gender variable, age variable, STEM education status variable, and education level variable. Qualitative data were analyzed and it was understood that teachers are familiar with STEM education and 21st century concepts.

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