In today’s world the importance given to science and technology is increasing each passing day. Training young people who can think critically, solve problems, cooperate, curious and know how to reach the knowledge through STEM. STEM education aiming to train individuals with these skills is an interdisciplinary and applied approach which is formed by bringing together the concepts of “Science”, “Technology”, “Mathematics”, “Engineering”. In this study, elementary pre-service teachers’ teaching orientation are examined. The aim of this study is to examine the teaching orientation of elementary pre-service teachers.The research has a quantitative paradigm in the context of collected data. Survey model was used in this study. The model take a population of students who have been studying in Education Faculties. The research was conducted on the sample of 223 students of whom 155 are female and 65 are male in 11 universities. To collect the data Integrative Stem Teaching Intention Questionnaire was used. The questionnaire included five sub-dimensions. These are knowledge, value, attitude, subjective norm, perceived behavior control and behavior intention. To analyze the data t-test, one-way ANOVA, PostHoc, Kruskal Wallis and Mann Whitney U tests were used. As a result of the study, it was revealed that there is a significant difference between the participants’STEM teaching orientations in terms of variables of gender, department, grade average, and region and according to knowledge, value, attitude, subjectiveh?? norm, perceived behavior control and behavior intention sub-dimensions.


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