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The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

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  • Huriye DeniÅŸ Çeliker

Abstract

The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers’ perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.

Suggested Citation

  • Huriye DeniÅŸ Çeliker, 2020. "The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes," Journal of Educational Issues, Macrothink Institute, vol. 6(2), pages 451477-4514, December.
    • Handle: RePEc:mth:jeijnl:v:6:y:2020:i:2:p:451477
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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