This research aims to determine whether STEM practises-Montessori-based Approach have any effects of preschool trainee teachers on creativity abilities to provide development. Mixed method has been used in this research. This study has been carried out fifty trainee teachers studying Preschool Teaching in State University Education Faculty during 2071-2018 academic year. To detect the alteration of creativity abilities of the teacher trainees, one group pretest posttest experimental desing has been formed in this study. During the research, the analyzing of the quantitative data having been acquired has been carried out by means of statistical methods. In addition, the analyzing of teh qualitative data has been carried out with content analysis. In this study, to get data "How Creative Are You?" scales and semi-structured interview form has been used. The qualitative data prepared by a research having a wuality supporting the quantitative data has been occured open-ended semi-structured interview form. STEM trainings Montessori based approach have been given for fourteen weeks. As a result of the research; It was found that there was a significant difference between the pre-test and post-test scores of the creativity skills and the quantitative data.

This research was conducted to determine whether there is any effect of the Montessori approachbased STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 teacher candidates studying at the Faculty of Education Preschool Teaching Department in the 2017-2018 academic year. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. In the study, quantitative data were collected using the "Problem Solving Scale", and qualitative data were collected using the "Semi-Structured Interview Form". The interview form is quantitative and consists of 10 open-ended questions in total. This form was applied only to 15 volunteers at the end of the study. For 14 weeks, candidates were given Montessori approachbased STEM training. In the findings obtained as a result of the research; it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results also supported the quantitative results. With these findings, it was concluded that the activities developed the problemsolving skills of individuals and produced solutions to the problem from different perspectives.

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Purpose To determine the relationship between nursing students' individual values, inclination to ethical and professional nursing values. Design and Methods This cross‐sectional study was conducted with 315 nursing students in Turkey. Data were collected using the student information form, the Portrait Values Scale, the Inclination to Ethical Values Scale, and Nursing Professional Values Scale. Findings The students' basic values are Tradition and Universalism. It was determined that an inclination toward ethical and professional values was quite high. Practice Implications The fact that nursing students are aware of their individual values how these values affect behaviour can be a guide to human focused values in professional lifes.

Bu araştırma, tasarım temelli STEM eğitiminin okul öncesi öğrencileri üzerindeki gelişimlerine, mühendislik tasarım becerilerine, derse yönelik katılım ve tutumlarına etkisini öğretmen ve veli görüşleri açısından değerlendirilmesi amacıyla yapılmıştır. Araştırmada, nitel araştırma desenlerinden olan durum çalışması kullanılmıştır. Örneklem Doğu Anadolu' nun orta ölçekli bir ilinde 4 ayrı sınıftaki 5-6 yaş grubu 79 öğrenci oluşturmuştur. Her hafta 2 şer saatlik ders diliminde 5 hafta boyunca günlük malzemelerle ve mühendislik tasarımı için özel olarak tasarlanmış robotik legolarıyla STEM eğitimleri 5 uzman rehberliğinde verilmiştir. Veri toplama araçlarında Öğretmen Gözlem Formu ve Veli Gözlem Formu kullanılmıştır. Araştırma sonucunda, okul öncesi dönemde verilen tasarım temelli STEM eğitiminin öğretmen ve veli gözlemleri doğrultusunda öğrencilerin iletişim kurma, sosyalleşme, farklı bakış açıları geliştirme, üretmeye yönelik başarma motivasyonu sağlama, olumlu tutumlar gösterme, özgüveni artırma ve mühendislik tasarımı becerisini geliştirme gibi farklı becerileri elde etmelerini sağladığı tespit edilmiştir. Öğretmenlerde ve velilerden alınan görüşler birbiri ile uyumlu ve destekler sonuçlar vermiştir.