this reason, they benefit from interdisciplinary approaches that provide a holistic approach to events. Therefore, science, technology, engineering, and mathematics (STEM), which is an interdisciplinary discipline, has become very popular in science teaching in recent years. STEM is a commonly used abbreviation to indicate education or professional practice in the fields of STEM (McDonald, 2016). Moore et al. (2014) explained integrated STEM education as "an effort to combine some or all of the four disciplines of STEM into one class, unit, or lesson that is based on connections between the subjects and real-world problems" (p. 38). The science curriculum in Turkey, which was updated in 2013 by the Ministry of National Education (MoNE), included knowledge (living things and life, substance and change, physical instances, earth, and universe), skill (scientific process skills, and life skills), perception (behavior, motivation, values, and responsibility), and science, technology, society, environment learning fields. In this curriculum, the importance of science, technology, and society was emphasized, while integrated STEM education and engineering skills were not included (MoNE, 2013). In the next science curriculum, which was reviewed in 2018 and aims to raise all individuals as science-literate individuals, integrated STEM education was mentioned in one of the main goals as "providing basic knowledge about astronomy, biology, physics, chemistry, earth and environmental sciences, and science and engineering applications" (MoNE, 2017, p. 9). In this science curriculum, it is aimed for students to acquire "engineering and design skills" with integrated STEM education emphasis; these skills are clarified as follow:Engineering and design skills: This field covers creating products with the acquired knowledge and skills and developing strategies to create added value to these products by enabling the integration of sciences with mathematics, technology, and engineering, and by bringing the students to a level, where they are able to make discoveries and innovations with an interdisciplinary perspective to the problems (MoNE, 2017, p. 9). Within this context, the role of the teacher is to help students reach a place of higher-level thinking, where they can develop products and make innovations by guiding them through the integrated STEM education in their science classes. Reforms in the teaching of STEM disciplines especially have critical importance for Turkey's economic competitiveness; since

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Bu araştırmanın amacı, fen bilgisi ve sosyal bilgiler öğretmen adaylarının argümantasyon düzeylerini ve argüman oluşturma sürecindeki hatalarını belirlemektir. Bu amaçla, çalışma betimsel araştırma yöntemi kullanılarak yürütülmüştür. Araştırmanın katılımcılarını Sosyal Bilgiler ve Fen Bilgisi Eğitimi programlarında öğrenim gören 80 öğretmen adayı oluşturmaktadır. Araştırmada veriler çevre kirliliğine ait ikilemler içeren senaryo aracılığıyla toplanmıştır. Araştırmada öğretmen adaylarının argümantasyon düzeylerini belirlemek için Argümantasyon Değerlendirme Rubriği kullanılarak veriler analiz edilmiştir. Öğretmen adaylarının argüman oluştururken yaptıkları hatalar argümanın dört bileşeni (iddia, veri, gerekçe ve çürütücü) kapsamında incelenmiştir. Araştırmadan elde edilen sonuçlara göre bazı öğretmen adayları hiç argüman üretmezken; bir kısmının oluşturdukları argümanlarda iddia, veri, gerekçe ve destekleyici bileşenlerini kullandıkları ancak çürütücü kullanmadıkları sonucuna ulaşılmıştır. Öğretmen adaylarının çoğunluğu ise argümanlarında diğer bileşenlere ek olarak çürütücü kullanmışlardır. Dolayısıyla öğretmen adaylarının çoğunluğunun üst düzey argüman oluşturdukları tespit edilmiştir. Analizler, bileşenlerin doğru kullanımı açısından incelendiğinde ise öğretmen adaylarının sırasıyla gerekçe, veri, iddia ve çürütücü bileşenlerinin kullanımına ilişkin hata yaptıkları tespit edilmiştir. Elde edilen sonuçlar doğrultusunda önerilerde bulunulmuştur.

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The main purpose of this study is to develop an instrument for measuring spatial thinking ability of gifted students in science. In the study, validity and reliability of the scores from the instrument are examined. The research has been carried out in four steps as preparation, pilot, revision and preparation of the guide. The instrument was applied to 85 fifth, sixth, seventh and eighth grade gifted students in BİLSEM located at the east of Turkey. Final form of the instrument involved items which had item difficulty between 0.39 and 0.84. Item discrimination values of the items varied between 0.28 and 0.65 while their item-total correlations were between 0.26 and 0.64. Final form of the instrument involved 18 items and their KR-20 value was 0.7 while split-half reliability was 0.69. Mean item difficulty was 0.59 while mean item discrimination was 0.51.