The Pre-Service Teachers’ Intentions to Implement STEM Activities

Teachers’ intention to adopt and implement curriculum reform is an important matter for success in achieving standards education. Science-Technology-Engineering-Mathematics practices advocated the current curriculum. In this research pre-service math science teachers’ intentions STEM activities are investigated through general framework of Theory Reasoned Action. The questionnaires formed by researchers with interviews literature related theory. 260 teachers from a state university Turkey engaged research. reliability validity indexes had evidence usability instruments. According results study, attitudes towards activities, perceived behavioral control subjective norms significant contribution their practice classrooms. Behavioral beliefs including expectancy values were effective explaining toward STEM. Subjective significantly predicted descriptive while injunctive did not contribute formation. Perceived shaped difficulties rather than convenience Overall, theory suitable high scores implementing Further may concentrate on improving in-service perceptions via implementations both professional development students’ development.