A Technology-Based Project with a Study that Simultaneously Evaluates STEM Awareness, STEM Self-Efficacy Beliefs, and 21st Century Skills
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Published
Feb 28, 2025
Abstract
This study seeks to determine the pre-service science teachers’ STEM self-efficacy beliefs, STEM awareness, and 21st century skills at the beginning and end of a technology-based project. 28 pre-service science teachers, all aged 20-24, were included in the study. They were the 3rd or 4th grade pre-service science teachers studying at 13 universities in Turkey. From a quantitative perspective, three different data collection tools were included in the study. The first of all, the “STEM Awareness Scale”, the second data collection tool was “The Self-Efficacy Scale Related to STEM Practice”, the third data collection tool was the “Multidimensional 21st Century Skills Scale” and from a qualitative perspective a survey form including 7 open-ended questions were administered. This study was found to have contributed positively to STEM self-efficacy beliefs and 21st century abilities, and it continued to contribute positively to STEM awareness, but not statistically. It can be suggested that such activities must be designed and organized not only for pre-service teachers but also for 21st century learners such as teachers, all faculty members working at the university, and all students, etc.
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Keywords
STEM Self-Efficacy Beliefs, 21st Century Skills, Pre-Service Science Teachers, Technology-Based Project
Supporting Agencies
The project was financed by the Scientific and Technological Research Council of TÜRKİYE (TÜBİTAK). TÜBİTAK provided financial support for this project, such as virtual classroom and faculty member course fees.
References
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Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164-180. DOI: https://doi.org/10.1037/e4169 02005-796
Blotnicky, K. A., Franz-Odendaal, T., French, F., & Joy, P. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International Journal of STEM Education, 5(22), 1-15. DOI: https://doi.org/10.1186/s40594-018-0118-3
Brahler, C. J., Quitadamo, I. J., & Johnson, E. C. (2002). Student critical thinking is enhanced by developing exercise prescriptions using online learning modules. Advances in Physiology Education, 26(3), 210-221. DOI: https://doi.org/10.1152/advan.00018.2001
Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. DOI: https://doi.org/10.1111/j.1949-8594.2011.00109.x
Buyruk, B., & Korkmaz, Ö. (2016). FeTeMM farkındalık ölçeği (FFÖ): Geçerlik ve güvenirlik çalışması [STEM Awareness Scale (SAS): Validity and Reliability Study]. Journal of Turkish Science Education, 13(2), 61-76. DOI: https://doi.org/10.12973/tused.10179a
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Castro, G. B. De, & Jimenez, E. C. (2022). Influence of school principal’s attributes and 21st-Century leadership skills on teachers’ performance. Journal of Humanities and Social Sciences, 4(2),52-63. DOI: https://doi.org/10.36079/lamintang.jhass-0402.374
Çeliker, H. D. (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, 6(2), 451-477. DOI: https://doi.org/10.5296/jei.v6i2.17993
Çetin, A. (2021). Investigation of the relationship between the STEM awareness and questioning skills of pre-service teachers. International Journal of Research in Education and Science (IJRES), 7(1), 65-81. DOI: https://doi.org/10.46328/ijres.1171
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Dönmez Usta, N., & Ültay, N. (2022). Augmented reality and animation supported-STEM activities in grades K12: Water treatment. Journal of Science Learning, 5(3), 439-451. DOI: https://doi.org/10.17509/jsl.v5i3.43546
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Er, K. O., & Başeğmez, D. A. (2020). The relation between STEM awareness and self-efficacy belief related to STEM practice of pre-service teachers. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(2), 940-987. DOI: https://doi.org/10.17522/balikesirnef.837613
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Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (Vol. 4, pp. 71-81). New York: Academic Press.
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Blotnicky, K. A., Franz-Odendaal, T., French, F., & Joy, P. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International Journal of STEM Education, 5(22), 1-15. DOI: https://doi.org/10.1186/s40594-018-0118-3
Brahler, C. J., Quitadamo, I. J., & Johnson, E. C. (2002). Student critical thinking is enhanced by developing exercise prescriptions using online learning modules. Advances in Physiology Education, 26(3), 210-221. DOI: https://doi.org/10.1152/advan.00018.2001
Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. DOI: https://doi.org/10.1111/j.1949-8594.2011.00109.x
Buyruk, B., & Korkmaz, Ö. (2016). FeTeMM farkındalık ölçeği (FFÖ): Geçerlik ve güvenirlik çalışması [STEM Awareness Scale (SAS): Validity and Reliability Study]. Journal of Turkish Science Education, 13(2), 61-76. DOI: https://doi.org/10.12973/tused.10179a
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2015). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Pegem Academy, Ankara.
Bybee, R. W. (2010). What is STEM education? Retrieved May, 14, 2023, Available at: https://science.sciencemag.org/content/329/5995/996
Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Rotterdam: Sense. DOI: https://doi.org/10.1007/978-94-6209-143-6
Castro, G. B. De, & Jimenez, E. C. (2022). Influence of school principal’s attributes and 21st-Century leadership skills on teachers’ performance. Journal of Humanities and Social Sciences, 4(2),52-63. DOI: https://doi.org/10.36079/lamintang.jhass-0402.374
Çeliker, H. D. (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, 6(2), 451-477. DOI: https://doi.org/10.5296/jei.v6i2.17993
Çetin, A. (2021). Investigation of the relationship between the STEM awareness and questioning skills of pre-service teachers. International Journal of Research in Education and Science (IJRES), 7(1), 65-81. DOI: https://doi.org/10.46328/ijres.1171
Cevik, M. & Senturk C. (2019). Multidimensional 21st century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences. 14(1), 11-28. Available at: https://files.eric.ed.gov/fulltext/EJ1211726.pdf
Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls’ interest in STEM subject areas? American Journal of Engineering Education, 4(1), 27- 38. Available at: https://files.eric.ed.gov/fulltext/EJ1057114.pdf
Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM Education: Implications for Educating Our Teachers for the Age of Innovation. Education and Science, 39(171), 74-85. Available at: http://repository.bilkent.edu.tr/bitstream/handle/11693/13203/7283.pdf?sequence=1&isAllowed=y
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey Bass
DeChenne, S. E., Koziol, N., Needham, M., & Enochs L. (2015). Modeling sources of teaching self-efficacy for science, technology, engineering, and mathematics graduate teaching assistants. CBE—Life Sciences Education, 14(3). DOI: https://doi.org/10.1187/cbe.14-09-0153
Dönmez Usta, N. (2021). Using Technology in the Learning Environment within the Framework of Learning Theories, Approaches or Models, Usta, E. Turan Güntepe, Ü.G. Durukan (Ed.), Digital Interactive Teaching Materials (1th) in (p. 195-201). Ankara: Nobel Academy. ISBN:978-625-417-441-4.
Dönmez Usta, N., & Ültay, N. (2022). Augmented reality and animation supported-STEM activities in grades K12: Water treatment. Journal of Science Learning, 5(3), 439-451. DOI: https://doi.org/10.17509/jsl.v5i3.43546
Dorssen, J., Carlson, B., & Goodyear, L. (2006). Connecting informal STEM experiences to career choices: Identifying the pathway. ITEST Learning Resource Center.
Edwards, K., & Loveridge, J. (2011). The inside story: looking into early childhood teachers’ support of children’s scientific learning. Australasian Journal of Early Childhood, 36(2), 28-35. DOI: https://doi.org/10.1177/183693911103600205
Er, K. O., & Başeğmez, D. A. (2020). The relation between STEM awareness and self-efficacy belief related to STEM practice of pre-service teachers. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(2), 940-987. DOI: https://doi.org/10.17522/balikesirnef.837613
Ergün, S. S. (2019). Examining the stem awareness and entrepreneurship levels of pre-service science teachers. Journal Of Education And Training Studies, 7(3), 142-149. DOI: https://doi.org/10.11114/jets.v7i3.3960
Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction-The Delphi Report. Millbrae, CA: California Academic Press. Available at: https://www.qcc.cuny.edu/socialsciences/ppecorino/CT-ExpertReport.pdf
Hasibuan, M. P., Sari, R. P., & Syahputra, R. A. (2022). Application of integrated project-based and STEM-based e-learning tools to improve students’ creative thinking and self-regulation skills. Journal Penelitian Pendidikan, 8(1), 51-56. DOI: https://doi.org/10.29303/jppipa.v8i1.1050
Henderson, C., Finkelstein, N., & Beach, A. (2010). Beyond dissemination in college science teaching: An introduction to four core change strategies. Journal of College Science Teaching, 39(5), 18-25. Available at: https://qubeshub.org/app/site/collections/4761/Henderson_Finkelstein_and_Beach_2010.pdf
Hopson, M. H., Simms, R. L. & Knezek, G. A. (2001). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, 34(2), 109-120.DOI: https://doi.org/10.1080/15391523.2001.10782338
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. DOI: https://doi.org/10.1016/j.tate.2005.01.007
Ješkov, Z., & Luk, S. (2022). Education sciences active learning in STEM education with regard to the development of inquiry skills. Education Sciences, 12(10), 686. DOI: https://doi.org/10.3390/educsci12100686
Khalil, N., & Osman, K. (2017). STEM-21CS module: Fostering 21st century skills through integrated STEM. K-12 STEM Education, 3(3), 225-233. https://www.learntechlib.org/p/209552/
Kyllonen, P. C. (2012). Measurement of 21st century skills within the common core state standards. Invitational Research Symposium on Technology Enhanced Assessments. Available at: https://oei.org.ar/ibertic/evaluacion/sites/default/files/biblioteca/11_measurement_of_21stcenturyskills.pdf
Lepuschitz, W., Koppensteiner, G., Leeb-Bracher, U., Hollnsteiner, K., & Merdan, M. (2018). Educational practices for improvement of entrepreneurial skills at secondary school level. International Journal of Engineering Pedagogy, 8(2), 101-114. DOI: https://doi.org/10.3991/ijep.v8i2.8141
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
Murphy, S., MacDonald, A., Danaia, L., & Wang, C. (2019). An analysis of Australian STEM education strategies. Policy Futures in Education, 17(2), 122- 139. DOI: https://doi.org/10.1177/1478210318774190
Nadelson, L. S., & Seifert, A. L. (2013). Perceptions, engagement, and practices of teachers seeking professional development in place-based integrated STEM. Teacher Education and Practice, 26(2), 242-265. https://link.gale.com/apps/doc/A514683033/AONE?u=anon~e804061b&sid=googleScholar&xid=61740740
National Research Council (NRC). (2010). Standards for K-12 engineering education? The National Academies Press.
National Research Council (NRC). (2012). A Framework for k-12 science education: practices, crosscutting concepts, and core ideas. Washington DC: The National Academic Press.
Nowikowski, S. H. (2017). Successful with STEM? A qualitative case study of pre-service teacher perceptions. The Qualitative Report 2017, 22(9), 2312-2333.
Özdemir, A. U., & Cappellaro, E. (2020). Elementary school teachers’ STEM awareness and their opinions towards stem education practices. Journal of Science Teaching, 8(1), 46-75. https://dergipark.org.tr/en/download/article-file/2581380
Ozturk, O.T. (2023). Examination of 21st century skills and technological competences of students of fine arts faculty. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(1), 115-132. DOI: https://doi.org/10.46328/ijemst.2931
Partnership for 21st Century Skills. (2002). Framework for 21st century learning. Retrieved from http://www.p21.org/overview/skills-framework
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How to Cite
Dönmez Usta, N., & Ültay, N. (2025). A Technology-Based Project with a Study that Simultaneously Evaluates STEM Awareness, STEM Self-Efficacy Beliefs, and 21st Century Skills. Science Insights Education Frontiers, 26(2), 4323–4348. https://doi.org/10.15354/sief.25.or707
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