Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy

STEM education focusing on students' 21st-century skills aims to increase interest in engineering fields such as 3D printing and robotics programming, which have an important place in the future education system. This study aims to examine the impact of STEM activities with robotics programming and 3D printer on teacher candidates ' STEM awareness and STEM self-sufficiency. 37 science teacher candidates participated in the 12-week study. The mixed research method was used in this study. Quantitative data were obtained through the STEM awareness scale and self-sufficiency scale. Qualitative data were obtained through field notes and structured interview forms. According to the findings of the study, there is a positive significant difference in the level of STEM awareness and STEM self-sufficiency of teacher candidates. Within the scope of the study, robotics programming and 3D printer training were given to teacher candidates and activities were conducted. Four robotics programming and one 3D printer activities were conducted. Arduino IDE and Fritzing programs were taught for robotics programming activity. 3D Builder Zaxe PLA program was taught for 3D printer activity. As a result of robotics programming and 3D printer activities, an obstacle detection device was designed for the visually impaired. Thanks to robotics programming and 3D printer activities, teacher candidates' 21st-century skills have developed. Moreover, it is observed that they can more easily adapt to the digital age. In addition, within the scope of STEM, teacher candidates' interest in technology, engineering increased as well as science subjects.