THE REASONS OF CLASSROOM TEACHERS WHO CAN NOT REFLECT THE STEM EDUCATION RECEIVED IN CLASSROOM PRACTICES

Abstract

In this study, the reasons for classroom teachers who have received STEM training but cannot reflect the STEM training they have received in-class activities are examined. In the study, one of the qualitative research methods, the case study method, and one of the purposeful sampling methods, the similar (homogeneous) sampling method, were used when determining the participants. The study group of the research consisted of 16 primary school teachers working in the city of Konya, who received STEM training but could not reflect the training they received in in-class practices and volunteered to participate in the study. The data used in the research were collected using a semi-structured interview form created by the researchers, taking into account the information obtained as a result of the literature review. The audio recordings (data) collected within the scope of the research and converted into text were analyzed using the content analysis technique. As a result of the analysis, it is concluded that the most important reasons for the classroom teachers who could not reflect on the STEM training they received in in-class practices were the problems experienced in the supply of necessary materials, the participants' feeling inadequate about STEM applications, the problems experienced in time and the physical conditions of the classroom not being suitable for STEM applications