Opinions of Science Teacher Candidates on their Competence in Designing STEM Activities

Abstract

This research aims to examine the competencies of pre-service science teachers in designing STEM (Science, Technology, Engineering, Mathematics) activities and the challenges they encounter in this process. The study was carried out using phenomenology, one of the qualitative research designs. A total of 23 second-year pre-service science teachers studying at a state university in the Central Anatolia Region, who had prior experience with STEM activities, were selected through purposive sampling. Data were collected through documents and analyzed using content analysis. The findings indicate that pre-service teachers perceive themselves as competent in STEM applications but experience difficulties during the implementation phase. Participants reported challenges in the design phase, particularly in areas such as interdisciplinary integration, planning, lack of creativity, lack of experience, and time constraints. To overcome these challenges, they suggested engaging in more practice, seeking guidance, and conducting research. Additionally, participants stated that group work and manual skills facilitated the design phase. While they found themselves inadequate in integrating science and engineering into STEM applications, they considered themselves competent in integrating mathematics and technology. Participants will be able to do more to increase the effectiveness of STEM applications. They want training and assignments for STEM applications. This study provides recommendations for improving the self-efficacy of pre-service teachers in STEM applications and optimizing implementation processes.