Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to design digital media artifacts using a variety of technological tools. Purpose of the Study:This study investigates the impact of science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students' attitudes toward science and technology classes, as well as their views about these design processes in after-school science activities. In addition, it demonstrates the opinions of the classroom teacher regarding the integration of media design processes in science classes.Method: Using an action research design, 21 secondary students from a public school participated in this 14-week study. The quantitative data that was collected from the student attitude survey for science and technology classes was analyzed using the Wilcoxon signed-rank test, * Corresponding author: Dr., Eskisehir Osmangazi University, karahan@umn.edu ** Dr. Aksaray University, sedefcanbazoglu@gmail.com *** Science Teacher, Ciftlik Middle School, aycinunal@gmail.com 222 Engin Karahan, Sedef Canbazoglu-Bilici, Aycin Unal while the qualitative data (student artifacts, PSA forms, semi-structured interviews, and field notes) was analyzed through open coding and thematic analysis respectively. Findings and Results:The findings indicated that STEM-integrated media design processes positively impacted the participating students' attitudes toward science and media design activities. In addition, students were more motivated and engaged in the media design processes, which improved their learning of science content and participation in class discussions. Conclusion and Recommendations:The literature in STEM education calls for new curricular activities and teaching practices as well as the integration of art in STEM. In addition, the visual technology industry in this century creates a job market for the STEM-literate people who are able to apply their knowledge of STEM fields in visual technologies and art. In response to these demands, the positive outcomes of media design processes used in this study offer an encouraging premise in meeting the objectives of STEM education.

This study aims to investigate the experiences of gifted students while designing a STEM-based environmental project within a real-world context. The study employed a single case study with embedded units design in order to investigate the strategies that gifted students exploited in designing their STEM Projects, as well as their experiences in the actual design process. The data collected in the current study were in the form of video recordings, audio recordings, student artifacts, individual and group assessment forms with open-ended questions, and the teacher's journal. The participants of the current study involved 17 students from 3-4 th and 5-6 th grade science classes at a Science and Arts Center. The analysis of the data was achieved using content analysis. The findings indicated that when students were presented authentic STEM learning experiences that involve personally or contextually meaningful content, they adopt a critical thinking disposition that allowed them to investigate the criteria and constraints presented in the problem scenario, as well as the financial and environmental perspectives.

In this article we reviewed literature related to creative self-efficacy in the field of education. We narrowed down the review to eighty-eight articles. We formed categories according to (1) publication year, (2) country of study, (3) sample/study group, (4) method used, and ( 5) subject matter addressed. The first study was published in 2004. The frequency of publications increased in the last three years. USA, China, and Taiwan are the leading countries in terms of origin of published articles. Except four inter-cultural studies, all others were conducted in a single country. About half of the studies were conducted with K-12 students and teachers, and the remaining focused on higher education students and instructors. Mostly quantitative methods have been utilized. Lastly, we categorized the issues tackled into nine themes. Researchers gave a heavy emphasis on investigating creativity/creativity indicators, individual/environmental factors and less emphasis on academic performance in relation to creative self-efficacy.