Bu çalışmanın amacı orijinali İngilizce olan STEM (Bilim-Teknoloji-Mühendislik-Matematik) devam eden motivasyon ölçeğini Türkçeye uyarlayarak geçerlilik ve güvenirlik çalışmasını yapmaktır. İki İngilizce dil uzmanına ölçeği İngilizceden Türkçeye çevirmesi istenmiştir. Çevirinin Türkçeye uyarlanmasından sonra iki Türk dil uzmanına ölçeğin Türkçe hali verilmiş, anlaşırlığına ilişkin yapılan düzenlemeden sonra karşılaştırılma yapılarak, geçerliliği sağlanmıştır. Örneklemi 438 (%54,1) kız, 372 (%45,9) ‘si erkek öğrenci oluşturmaktadır. Verilerin analizi için ölçeğin güvenirliği, doğrulayıcı faktör analizine, STEM motivasyon ölçeği ve alt boyutlarının ilişkisine yer verilmiştir. Analiz sonuçlarına göre, kabul edilebilir uyum değerleri hesaplamıştır (RMSEA=0,076, SRMR=0,01, CFI=0.89). Ölçeğin Cronbach Alpha güvenirlik katsayısı 0,84 olarak hesaplanmıştır. Elde edilen sonuçlar bilim, teknoloji, mühendislik ve matematik olmak üzere 4 boyuttan ve 25 maddeden oluşan STEM motivasyon ölçeğinin ortaokul öğrencilerine yönelik motivasyon STEM alanları çalışmalarında kullanılabilecek geçerli ve güvenilir bir araç olduğuna işaret etmektedir.

In this study, PISA 2022 results, which were held in 81 countries in 2022, have been evaluated within the scope of the courses included. In this context, a projection has been made on the PISA 2022 results consisting of sections in mathematics, science and reading comprehension. Besides, the factors that are efficient on results of the tests have also been tried to be evaluated within some criteria. It has been found that the importance of extra help carried out by teachers, using remote devices and platforms, socio-economic status and spoken language at home are still significant factors on test scores. It is recommended, for countries whose science, mathematics and reading scores are under the OECD average, to use new digital based-technologies and providing students to access to education with the required help can help them increase PISA scores.

As the 21st century progresses, expectations and demands for STEM and STEAM education are increasing (Dönmez et al, 2022). Developed and developing countries are trying to increase the practice of students and teachers in STEM education by revising their education programs. STEM education, which emerged as a result of the increasing global economic and scientific competition, is seen as an educational approach that helps develop individual life skills and increase social welfare. One of the ultimate goals of the STEM education approach is to equip the individual with skills that enable the individual to solve real-life problems with a transdisciplinary education approach (Dönmez & Gülen, 2021). STEM education is aimed to implement multiple disciplines integrated with each other and within the framework of a common theme. It is known that these disciplines include sciences such as engineering, art, and technology along with many branches of science (Dönmez et al., 2021). It is important that updates and new studies in these sciences are integrated into STEM education and used in coordination. In particular, the rapid acceleration in technology should be reflected in educational environments and integrated with STEM education. As a matter of fact, the most popular of the innovative structures in the technological field is the metaverse.

The purpose of this study is to evaluate science and technology lesson learning environments in the terms of student centred education. For this aim student centred applications and teacher centred applications are compared. This study population is formed by the second students who are educated in central and village schools in Çanakkale. From the population the sampling is formed 1127 6th and 7th degree students and 123 8th degree students with inclusion of 1250 secondary grade students in 17 primary schools. The data is collected by using “Student Centred Learning Environments Scale” which arranged by Acat (2005b). the scale includes 50 instructions representing environment, under work and hardware, location, time dimensions. Scale applied 2007-2008 education- teaching year. In the stage of analysis frequency, arithmetic average, t-test were used. It's detected that there is a meaningful disparity militate in favor of student centred applications than teacher centred applications© 2009 Elsevier Ltd. All rights reserve

EJER |Eurasian Journal of Educational Research