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Because teachers play a key role in shaping STEM instruction, this study investigates teachers’ basic knowledge level of STEM education. Using a descriptive method, data from 319 science, mathematics, and information technologies teachers in public middle schools in Turkey were collected via “The STEM Basic Knowledge Test.” Results show a 66% STEM basic knowledge level with significant differences by gender, teaching experience, technology use, and participation in STEM seminars, but not by discipline or highest qualification; recommendations focus on STEM training programs and postgraduate STEM education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-11-4-teachers-basic-knowledge-level-of-stem-education/591282/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-11-4-teachers-basic-knowledge-level-of-stem-education/591282.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on STEM education?","Question",{"text":112,"@type":113},"The study examines teachers’ basic knowledge level of STEM education and how it relates to teacher characteristics and professional involvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analyzed?",{"text":117,"@type":113},"The descriptive method was used with 319 public middle-school teachers in Turkey. Data were collected using “The STEM Basic Knowledge Test,” and the collected data were analyzed using a statistical package program.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors showed significant differences in teachers’ STEM basic knowledge?",{"text":121,"@type":113},"Teachers’ STEM basic knowledge differed significantly by gender, teaching experience, technology use, and participation in programs such as a STEM seminar. No significant difference was found for discipline or highest qualification.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591282,1792145013,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 11(4), pp. 580-587, October 2023  \nDOI: 10. 30918/AERJ.114.23.092 ISSN: 2354-2160  \nFull Length Research Paper  \nTeachers’ basic knowledge level of STEM education  \nÖzlem Gökçe Tekin 1* and İsmail Şan2  \n1 Institute of Education Sciences, İnönü University, Malatya, Turkey.  \n2 Faculty of Education, İnönü University, Malatya, Turkey.  \nAccepted 2 October, 2023  \n\n| ABSTRACT\u003Cbr>Science, technology, engineering, and mathematics (STEM) is a transdisciplinary approach. It aims to bring 21st-century skills to students. It is important whether teachers, who have an important place in the development of students, have knowledge that will affect students' STEM teaching. This study aims to examine the basic knowledge level of the teachers on STEM education. The descriptive method was used in the research. The study was conducted with 319 science, mathematics and information technologies teachers in the public middle schools in Turkey. “The STEM Basic Knowledge Test” was used to collect data. The first seven items of the STEM Basic Knowledge Test consist of demographic information and twentyeight items. These items measure the basic knowledge level of STEM education. The statistical package program was used to analyze the collected data. In the study, it was determined that the STEM basic knowledge level of the teachers was 66% . Moreover, the basic knowledge level of the teachers in STEM showed a significant difference in terms of gender, teaching experience, technology use, and participation ina program such as a STEM seminar. However, there was no significant difference in terms of discipline and highest qualification of the teachers. Recommendations include encouraging teachers to participate in STEM training programs and giving courses on STEM education at the postgraduate level.\u003Cbr>Keywords: STEM, technology, teacher, STEM basic knowledge test. |\n| --- |\n| *Corresponding author. E-mail: [ogokcetekin@gmail.com](ogokcetekin@gmail.com) . |\n\nINTRODUCTION  \nSTEM (Science, Technology, Engineering, Mathematics) education requires students to gain 21stcentury skills. These skills enable them to find solutions to problems from different perspectives, to think systematically, critically and creatively, and to offer practical suggestions (MEB, 2016) . STEM aims to bring 21st-century skills to children at an early age (Acar et al., 2020) . STEM covers an education that enables students to relate materials and technology to daily life uses and offers real-life applications to develop skills (Nurmaliahet al. , 2021) . Therefore, the basis of STEM education is the process of solving a problem that students will encounter in daily life (Wang et al. , 2011) .  \nSTEM education is considered necessary for students to be able to realize their inquiry, research and problemsolving skills in daily life, to work together, and to develop their ability to create products and make inventions (MEB, 2016) . For a qualified STEM education, first of all, qualified STEM teachers are needed. For the effectiveness of STEM courses, a teacher must at least know these subjects and be at the level of conceptually understanding the principles underlying rules, definitionsand applications. This conceptual understanding,  \ntogether with practice in the classroom, provides the formation of pedagogical content knowledge necessary for a successful STEM teacher (Eckman et al. , 2016) . Knowledge of STEM fields and pedagogical knowledge are considered important in STEM teaching. Teachers are required to introduce students to career discussions, role models and career-related activities during primary and middle school (Kier and Khalil, 2018) . In this respect, students can be motivated to learn and increase their interest in STEM fields.  \nPresident's Council of Advisors on Science and Technology [PCAST] (2010) stated that teachers should have some qualifications both to prepare students for STEM and to encourage them. These characteri","cbCainaTWpMdnbTl","https://ap.wps.com/l/cbCainaTWpMdnbTl","pdf",245654,"English","# Introduction\n## Teachers’ role and expected STEM qualifications\n## Characteristics of STEM teachers","[{\"question\":\"What is the purpose of the study on STEM education?\",\"answer\":\"The study examines teachers’ basic knowledge level of STEM education and how it relates to teacher characteristics and professional involvement.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"The descriptive method was used with 319 public middle-school teachers in Turkey. Data were collected using “The STEM Basic Knowledge Test,” and the collected data were analyzed using a statistical package program.\"},{\"question\":\"Which factors showed significant differences in teachers’ STEM basic knowledge?\",\"answer\":\"Teachers’ STEM basic knowledge differed significantly by gender, teaching experience, technology use, and participation in programs such as a STEM seminar. No significant difference was found for discipline or highest qualification.\"}]","African Educational Research Journal - Vol. 11 - 4 - Teachers’ Basic Knowledge Level of STEM Education | PDF",1792071500]