| dc.description.abstract | This research investigates the factors that influence pre-service science teachers'
conceptualization of STEM education. The factors involved STEM self-efficacy, STEM
anxiety, science content knowledge, and mathematics content knowledge. The survey
method was utilized in this research to collect a huge number of respondents at one time.
The participants were 604 pre-service science teachers in Indonesia with different
backgrounds (physics Education, biology education, chemistry education, Ingrate of Science
education, and primary school education). The instruments were developed and share with
participants using a google form to avoid the items that the participant did not fill in. The
data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and
STEM anxiety were influencing the conceptualization of STEM education. This research
suggested that to improve the quality of STEM education in the classroom. Pre-service
science teachers should understand the concept of the content taught | en_US |
