Timur, BetulBelek, Fatma2025-01-272025-01-2720201301-00851309-0275https://doi.org/10.9779/pauefd.465824https://search.trdizin.gov.tr/tr/yayin/detay/389472https://hdl.handle.net/20.500.12428/28944The aim of this study is to determine the effect of STEM education approach on pre-service teachers' self-efficacy beliefs, their self-efficacy beliefs towards science education and their STEM intentions level. Third year pre-service teachers of science education department in a state university consisted the sample of the study. Mixed method was used as a research design. 'Teacher Self-efficacy Belief Scale', 'Science Teaching Self-Efficacy Belief Scale' and 'STEM Teaching Intention Scale' were used as data collection tools. In the qualitative part, 10 STEM activities were performed for 10 weeks. Before and after implication, semi-structured interviews were conducted with randomly selected 10 pre-service science teachers. The data of the current study was analyzed with descriptive and comparative analysis methods. As a result of the study, it was found that the STEM education approach did not have a significant effect on pre-service science teachers' teacher self-efficacy beliefs, but it contributed positively to their science teaching self-efficacy beliefs and also STEM activities increased their STEM intention levels. In addition, it was determined that pre-service science teachers could associate STEM education with related disciplines, and it was determined that STEM training contributed to the development of problem-solving skills and creativity.trinfo:eu-repo/semantics/openAccessSTEM educationscience educationpre-service science teacherArticle5031533210.9779/pauefd.465824N/AWOS:000565232500015389472