The fact that technology started to take place in every area has created the need to educate individuals who adapt these developments in their lives. Facing with the rapid development of science and technology, it has been commonly recognized that students should engage in real-world tasks from an interdisciplinary curriculum, joining theory and practice, and develop their skills in creative problem solving (Chang, Ku, Yu, Wu, & Kuo, 2015). In order to meet this need, STEM (Science, Technology, Engineering and Mathematics) curriculum model has been proposed. STEM approach, adopted by many countries around the world especially in America, has also become the subject of research in Turkey (Bozkurt Altan, Yamak, & Kirikkaya, 2016; Corlu, Capraro, & Capraro, 2014; Gencer, 2015). STEM education, the result of the interests and experiences of teachers and students, is defined as the integration of special knowledge and skills of the discipline in the center with at least one other STEM discipline (Corlu, Capraro, & Capraro, 2014). The current education system, which gives students discrete knowledge of science, mathematics and technology, can be called “Traditional STEM” (Akgunduz et al., 2015). While the disciplines such as science, technology, mathematics and engineering are studied independently from each other, it is expected that the individuals who understand STEM to combine at least two fields such as science, technology, mathematics and engineering to reveal new products (Corlu, Capraro, & Capraro, 2014). However, there are many definitions of STEM education in different sources. According to NRC (2012), the STEM is defined as the integration of two or more STEM disciplines to solve a problem or to develop a project. According to Sanders (2009), STEM education was defined as an integrated teaching of at least two or more disciplines. STEM education is a course or unit module where all four disciplines or at least two of them are combined around a real-life problem (Moore et al., 2014). Corlu et al. (2014) remarked STEM education was shaped by the interests and experiences of teachers and students. STEM training is to integrate the special knowledge and skills of a discipline with at least another STEM discipline.The definitions Abstract. In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

中文翻译：

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使用 STEM 应用程序支持岗前科学教师的综合教学知识

技术开始在各个领域发生的事实已经产生了对在生活中适应这些发展的个人进行教育的需要。面对科学技术的飞速发展，人们普遍认为学生应该从跨学科课程中参与现实世界的任务，理论与实践相结合，培养创造性解决问题的能力（Chang, Ku, Yu, Wu , & Kuo, 2015)。为了满足这一需求，STEM（科学、技术、工程和数学）课程模式被提出。STEM 方法被世界上许多国家特别是美国采用，也成为土耳其的研究课题（Bozkurt Altan、Yamak 和 Kirikkaya，2016 年；Corlu、Capraro 和 Capraro，2014 年；Gencer，2015 年）。STEM教育，教师和学生的兴趣和经验的结果，被定义为中心学科的特殊知识和技能与至少一门其他 STEM 学科的整合（Corlu, Capraro, & Capraro, 2014）。当前的教育体系为学生提供科学、数学和技术的离散知识，可以称为“传统 STEM”（Akgunduz 等，2015）。虽然科学、技术、数学和工程等学科是相互独立研究的，但期望了解 STEM 的个人至少将科学、技术、数学和工程等两个领域结合起来，以揭示新产品（Corlu，卡普拉罗和卡普拉罗，2014 年）。然而，不同来源对 STEM 教育的定义很多。根据 NRC (2012)，STEM 被定义为两个或多个 STEM 学科的整合，以解决一个问题或开发一个项目。Sanders (2009) 将 STEM 教育定义为至少两个或多个学科的综合教学。STEM 教育是一门课程或单元模块，其中所有四个学科或至少两个学科围绕现实生活中的问题结合在一起（Moore 等，2014）。科鲁等人。(2014) 评论说 STEM 教育是由教师和学生的兴趣和经验塑造的。STEM 培训是将一门学科的特殊知识和技能与至少另一门 STEM 学科相结合。定义 摘要。在这项研究中，STEM 应用的影响，旨在支持岗前理科教师综合教学知识对岗前理科教师解决问题的能力进行考察。研究是在收敛并行设计的混合方法设计范围内进行的。该研究由在 Fırat 大学学习的实验组 (n=31) 和对照组 (n=31) 的职前科学教师进行。包括Algodoo在内的STEM应用在实验组的职前教师进行了一个学期。研究数据是通过问题解决清单测试（PSIT）、实验组职前科学教师在过程中的前景日记收集的。使用未配对样本 t 检验分析定量数据。对实验组和对照组的职前教师的PSIT后测成绩进行分析，发现有统计学意义的差异有利于实验组。他们表示，STEM教育对他们来说是必要和重要的，不同学科的聚集会产生更好的产品，但四个学科的融合并不容易。