The Effect of Interdisciplinary Practices on Prospective Science Teachers' STEM Awareness and Thoughts
Abstract
This study examined prospective science teachers’ STEM awareness and their thoughts on interdisciplinary practices implemented in an Interdisciplinary Science Teaching course. The study was conducted with 66 fourth-year prospective science teachers at a state university in Türkiye over a 14-week period. A mixed-methods research design was used. Quantitative data were collected using the STEM Awareness Scale in a single-group pre-test/post-test design, while qualitative data were collected through weekly self-assessment forms and an Interdisciplinary Science Teaching Course Evaluation Questionnaire. The quantitative findings indicated a statistically significant increase in participants’ STEM awareness after the course. Qualitative findings showed that prospective teachers found activity-based interdisciplinary practices and discussion-based learning environments beneficial. Based on the findings, it is suggested that interdisciplinary STEM activities emphasizing active participation should be integrated into teacher education courses and supported with adequate instructional infrastructure.