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An examination of the effect of technology-based STEM education training in the framework of technology acceptance model

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Abstract

The aim of this study is threefold: (1) to present a valid and reliable scale in the framework of the Technology Acceptance Model; (2) to reveal factors affecting pre-service science teachers’ intentions to use technology-based STEM; (3) to examine the effect of technology-based STEM education training on pre-service science teachers’ perceived ease of use, perceived usefulness, attitude, and intention. This study has two sections. Study 1 defined the reliability and validity of the Technology Based-STEM Intention Scale (TB-STEMIS) in the framework of the Technology Acceptance Model (TAM) with pre-service science teachers in Turkey. Study 2 examined the pre-service science teachers’ intentions to use technology-based STEM and the impact of technology-based STEM education training on pre-service science teachers’ intentions concerning the TAM model. The results of the study revealed that the proposed model tested after STEM training is superior to the before STEM training. Findings also indicated that technology-based STEM education training had a positive effect on pre-service science teachers’ perceived ease of use, perceived usefulness, attitude, and intention to use the technology-based STEM education. Finally, implications were discussed and recommendations were found for further studies in line with the limitations.

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Data availability

The datasets are available from the corresponding author on reasonable request.

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  1. Department of Science Education, Nevşehir Hacı Bektaş Veli University, Nevşehir, 50100, Turkey

    Kibar Sungur Gül

  2. Department of Science Education, Kırşehir Ahi Evran University, Kırşehir, 40100, Turkey

    Hüseyin Ateş

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Sungur Gül, K., Ateş, H. An examination of the effect of technology-based STEM education training in the framework of technology acceptance model. Educ Inf Technol 28, 8761–8787 (2023). https://doi.org/10.1007/s10639-022-11539-x

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