This study aims at examining elementary pre-service teachers’ integrative STEM intentions. In this quantitative study, data were gathered from 401 elementary pre-service teachers who were enrolled in two public universities. Results of the study revealed that pre-service teachers’ integrative STEM intentions were positive in general. In addition, regarding knowledge, attitude, value, subjective norm, perceived behavioral control, and behavioral intention, elementary pre-service teachers seemed to hold positive views for integrative STEM teaching. Findings of this study showed that there was no significant difference between pre-service teachers’ scores on knowledge, attitude, value, perceived behavioral control, and behavioral intention regarding gender. However, there was a significant difference between pre-service teachers’ scores on subjective norm regarding gender. In the same way, there was a significant difference between pre-service teachers’ scores on perceived behavioral control and behavioral intention regarding the years spent in the program. However, there was no significant difference between pre-service teachers’ scores on knowledge, attitude, value and subjective norm regarding the years spent in the program. Moreover, there was a significant difference between pre-service teachers’ scores on knowledge regarding school variable.
@article{2018,title={Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention},abstractNode={This study aims at examining elementary pre-service teachers’ integrative STEM intentions. In this quantitative study, data were gathered from 401 elementary pre-service teachers who were enrolled in two public universities. Results of the study revealed that pre-service teachers’ integrative STEM intentions were positive in general. In addition, regarding knowledge, attitude, value, subjective norm, perceived behavioral control, and behavioral intention, elementary pre-service teachers seemed to hold positive views for integrative STEM teaching. Findings of this study showed that there was no significant difference between pre-service teachers’ scores on knowledge, attitude, value, perceived behavioral control, and behavioral intention regarding gender. However, there was a significant difference between pre-service teachers’ scores on subjective norm regarding gender. In the same way, there was a significant difference between pre-service teachers’ scores on perceived behavioral control and behavioral intention regarding the years spent in the program. However, there was no significant difference between pre-service teachers’ scores on knowledge, attitude, value and subjective norm regarding the years spent in the program. Moreover, there was a significant difference between pre-service teachers’ scores on knowledge regarding school variable.},author={ -Güney Hacıömeroğlu},year={2018},journal={International Online Journal of Educational Sciences}}
-Güney Hacıömeroğlu . 2018 . Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention . International Online Journal of Educational Sciences.DOI:null
-Güney Hacıömeroğlu.(2018).Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention.International Online Journal of Educational Sciences
-Güney Hacıömeroğlu,"Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention" , International Online Journal of Educational Sciences (2018)
-Güney Hacıömeroğlu . 2018 . Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention . International Online Journal of Educational Sciences . 2018. DOI:null
-Güney Hacıömeroğlu .Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention. International Online Journal of Educational Sciences (2018)
-Güney Hacıömeroğlu .Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention. International Online Journal of Educational Sciences (2018)
Format:
-Güney Hacıömeroğlu. (2018) .Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention International Online Journal of Educational Sciences
-Güney Hacıömeroğlu . Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention . International Online Journal of Educational Sciences . 2018 doi:null
-Güney Hacıömeroğlu."Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention",International Online Journal of Educational Sciences(2018)