In this study, the effects of the STEM activities integrated with socio-scientific issues on students' 21st century skills were investigated. In this research, nested mixed design was used. The study group of this research consisted of 16 middle school students who studied in the seventh grade of a public school in an eastern province of Turkey. Socio-scientific STEM activities were applied to the study group for 24 weeks in the first and second semesters. Students followed the engineering design stages for STEM activities. In the research, 21st Century Skills Scale, Interview Form, Perception of 21st Century Skills Form, Field Notes, and Informal Interview Notes were used as data collection tools. SPSS was used to analyze the quantitative data of the research, and content and descriptive analysis methods were used to analyze the qualitative data. The study results showed that STEM activities integrated with socio-scientific issues had a positive effect on students' 21st century skills. Also, as a result of the examination of the opinions of the students, it was determined that the application developed the “creativity and innovation” skills of the students the most. Furthermore, students’ social and intercultural entrepreneurship, self-management, leadership and responsibility, critical thinking, problem solving, communication and cooperation, creativity and innovation skills were enhanced/developed at the end of the study.

The aim of this study is to develop a valid and reliable attitude scale that could measure secondary school students' attitudes towards the Science-Technology-Engineering and Mathematics (STEM). This study was conducted in 2017-2018 academic year with 2500 secondary school students studying in the 5th, 6th, 7th and 8th grades from fifteen (15) different secondary schools in ten different (10) provinces of seven (7) different regions of Turkey. The study is designed according to the scanning method which is a descriptive research method. When determining the sample of the research, stratified sampling method was taken into consideration. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the validity of the scale structure. KMO in EFA .919, and the Barlett’s test χ2 value was found as 26236,010 (p <.001). As a result of CFA to determine the model fit of the scale, chi-square fit value of the factor structure consisting of 33 items and 6 sub-factors (χ ² = 4083.21, Sd = 480, p = 00) was found to be significant and the following was found RMSEA: .0548, RMR: .0486, SRMR: .0486, GFI: .902, AGFI: .885, IFI: .902, NFI: .890, NNFI: .892 and CFI: .902. Since all fit values are within acceptable limits, it is concluded that the six-factor structure of scale is a usable, valid model. Internal consistency and test-retest reliability analyzes were performed to determine the reliability of the scale. As a result, the Cronbach Alpha (α) internal consistency reliability value of the scale was found as 0.887 and the test-retest reliability value was found as 0.804. Based on this, the scale can be said to be highly reliable. It is concluded that the scale consisting of 33 items and six factors is a valid and reliable tool which determines middle school students’ attitudes toward STEM.

This study aimed to conduct a systematic literature review of research to provide an overview of the key findings and trends in studies on problem-based learning within the context of science education in Türkiye. To achieve this goal, descriptive content analysis was used in this study. Articles and graduate theses conducted in Türkiye between 2000 and December 2023 were included in this study. The Turkish Academic Network and Information Center (TR Dizin) and National Thesis Center databases were used to access the articles and theses. The purposive sampling method known as the criterion sampling method was employed in this study, resulting in the inclusion of 133 studies, including 37 articles and 96 graduate theses. To facilitate data analysis, we developed a coding form. The results of this study showed that PBL had a positive impact on 34 different skills, and it had no impact on 11 different skills. Across all reviewed studies, the most preferred research design was the quasi-experimental design. There was limited inclusion of final-year students in the samples at various school levels, and researchers mainly preferred physics subjects for their studies.

The aim of this research is to adapt Teacher Efficacy and Attitudes Toward STEM Survey-Science Teachers Scale developed by the Friday Institute for Educational Innovation (2012a) to Turkish. This scale was adapted to Turkish to be determine the self-efficacy level of pre-service Science teachers. The study group of this research was constituted by 392 pre-service Science teachers who are studying at the 3rd and 4th grade levels of Department of Mathematics and Science Education, Science Education Program. In order to examine the construct validity of the scale, exploratory factor analysis was performed to whole scale. Following this analysis; it was found that Science Teaching Efficacy factor and Beliefs and Science Teaching Outcome Expectancy factor, the first two factors of the original scale, were determined the self-efficacy levels of pre-service Science teachers. Therefore; confirmatory factor analysis was performed to the first two factors of the original scale, the internal consistency coefficient was calculated and the test-retest method was used to assess the reliability of scale. As a result of the reliability analysis, the internal consistency coefficient was found as .808. According to data obtained from analysis, it has been revealed that the scale consisting of 2 factors and 12 items is a valid and reliable instrument which can be used in the field of education.

Eğitimcinin STEM Öğrenme Yolculuğu Fen Bilgisi Eğitimi Değerli okuyucular, Öğrenmenin yaşam boyu devam eden uzun bir yolculuk olduğuna inanan yazarlarımız, “Eğitimcinin STEM Öğrenme Yolculuğu” kitabı ile öğretmen adaylarını, öğretmenleri, yöneticileri ve akademisyenleri STEM eğitimine güncel ve yenilikçi bir bakış

Artificial Intelligence (AI) emerges as the development of computer systems and software that imitate human abilities and perform human-like tasks. Understanding what gifted students think about this system that includes deep cognitive abilities is considered important. Based on this premise, this study examines the perceptions of gifted students towards the concept of AI. The research was conducted using phenomenological design, a qualitative research method. The data of the research were collected from 50 gifted students enrolled at a Science and Art Center and selected through a convenience sampling method. The “Draw-Write” form was used as the data collection tool. The data obtained were analyzed using content analysis, consistent with the nature of qualitative research methods. The study shows that participants may have three types of positive, neutral and negative roles related to AI. The research findings suggest that gifted students perceive AI as both a supportive tool and a potential competitor to human capabilities. The research showed the need for ethical considerations and awareness of the societal impacts of AI. Their futuristic vision shows that they are ready to explore the potential applications of AI in various fields. By recognising and addressing these perspectives, educators and policy makers can foster an environment that balances innovation with ethical responsibility and enables AI to serve as a tool for collective progress.