Abstract:
This study was designed to investigate STEM education researchers’ and middle school teachers’ conceptions of STEM education based on their self-efficacy beliefs of STEM education. This study is designed as explanatory case design qualitative method study. The participants of this study were 9 STEM education researchers and 9 middle school teachers who were selected based on their self-efficacy beliefs which measured by Teacher Self-Efficacy Scale for STEM Practices (TSESSP). In order to investigate the conception, qualitative data obtained through semi structure interviews were obtained using The STEM Education Conceptualization Level Determination Interview Protocol (SECLDIP). The interviews of the participants were transcribed verbatim and open coded. Based on the results of the analysis, it was concluded that since middle school teachers implement STEM education in their courses, there are certain commonalities in the conceptualization of STEM education between STEM education researchers and middle school teachers. However, STEM education researchers convey theoretical understanding with examples that illustrate the integrated character of STEM education while middle school teachers have a grasp that STEM education is an interdisciplinary activity, and their understanding is limited to classroom practices rather than theoretical components. In addition, it was concluded that for the aspects of nature and scope of integration and implementation, the answers get more problem based with disciplinary integration as the self- efficacy belief increases.
