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Abstract
The pedagogical potential of STEM-based research-oriented learning activities for enhancing future physics teachers’ research competence and interest in nanotechnology has not been sufficiently investigated empirically. In this regard, the aim of the study was to determine the impact of a STEM-based nanotechnology learning module on future physics teachers’ interest in nanotechnology and research competence. The study employed a quantitative quasi-experimental design. N = 108 students enrolled in physics teacher education programs at three universities participated in the study. Participants were divided into experimental group (EG) (n = 53) and control group (CG) (n = 55). The intervention was conducted for seven weeks. STEM-based project-oriented and research-oriented learning activities, digital visualization and a system of situational tasks were implemented in the EGs, while traditional teaching methods were used in the CGs. A questionnaire on a 5-point Likert scale consisting of 20 statements and a system of situational tasks for assessing research competence were used for data collection. The questionnaire demonstrated high internal consistency (Cronbach’s alpha = 0.87). In addition, students’ research competence was assessed using the inquiry competence index (ICI). Data were analyzed using the Shapiro-Wilk test, Mann-Whitney U test, Wilcoxon signed-rank test, effect size (r), and normalized gain coefficient (g). The results demonstrated significant improvements in students’ interest in nanotechnology and research competence in the EGs. In the EGs, the interest scores increased from 55-57 to 83-86 points, while the ICI scores increased from 45-48% to 69-72%. In addition, large r values (≈ 0.88) and moderate g values (= 0.41-0.48) were observed in the EGs, whereas the g values remained substantially lower in the CGs. The findings suggest that STEM-based, research-oriented nanotechnology learning activities can positively influence the development of subject interest and research competence in future physics teachers. The results of the study support the pedagogical importance of integrating STEM-based nanotechnology education into teacher training programs.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2918
https://doi.org/10.29333/ejmste/19341
Publication date: 23 Sep 2026
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