Öz. Güncel çalışmalarda Türkiye'deki eğitim politikalarında öğrencilerin STEM eğitimi ile ilgili gerekli bilgi ve becerileri geliştirebilmeleri ve ülkedeki STEM işgücünün artırılması için bir reforma ihtiyaç olduğu belirtilmektedir. Bu çalışmada, dünyada ve Türkiye'de yoğun ilgi gören STEM eğimine yönelik olarak, öğrenme-öğretme sürecinin önemli paydaşları olan uygulayıcı konumundaki fen bilimleri dersi öğretmenlerinin STEM eğitimine yönelik görüşleri incelenmiştir. Bu çalışmanın benzer çalışmalardan farkı katılımcı öğretmenlerin mesleki tecrübelerinin 1 ve 2 yıl olmasıdır. Güncel bir öğretim yaklaşımının ele alındığı bu çalışmanın, program geliştiriciler ve fen eğitimciler açısından önemli olacağı düşünülmektedir. Çalışma nitel araştırma yöntemi desenlerinden örnek olay çalışması olup, çalışmanın verileri öğretmenlere açık uçlu "STEM nedir?" sorusundan oluşan tek soruluk bir anket aracılığı ile toplanmıştır. Örneklem, kamu ve özel öğretim kurumlarında görev yapmakta olan 85 fen bilimleri öğretmeninden oluşmaktadır. Öğretmenlerin ankete verdiği cevaplar ağırlıklı olarak STEM'in tanımı ile ilgili olmakla birlikte, yapılan analizler sonucunda STEM'in tanımı, amacı, Türkiye'de ve dünyada tarihi, toplumsal ve eğitime katkısı, güncel durum, öneriler ve sorunlar kategorileri ortaya çıkmıştır. Sonuç olarak yeni mezun öğretmenlerin "STEM nedir?" sorusuna kapsamlı, ayrıntılı ve doğru cevaplar verdikleri görülmektedir. Anahtar Kelimeler: STEM eğitimi, öğretmen görüşleri, fen bilimleri dersi. Toplumsal Mesaj. Ülkemizde STEM eğitimine olan ilgi her geçen gün artmaktadır. Benzer şekilde, bu konudaki bilgi düzeyinin de sürekli arttığı görülmektedir. Bundan sonra yapılacak en iyi hamle, eğitimcileri STEM eğitimi uygulamaları konusunda geliştirmek ve bu uygulamaların yaygınlaşmasını sağlamaktır.

Introduction Currently, there are 302 learning outcomes in the curriculum of the science curriculum: 36 in the third grade, 43 in the fourth grade, 36 in the fifth grade, 59 in the sixth grade, 67 in the seventh grade and 61 in the eighth grade. It can be interpreted that science-technology-engineering-mathematics (STEM) approach is adopted because the curriculum emphasizes such subjects as engineering, entrepreneurship, and innovative thinking skills. In order to develop the skills of engineering and entrepreneurship applications and to organize science festivals at the end of the year, starting from the fourth grade, in addition to lecture hours, 9 hours for 4th grades and 12 hours for 5th, 6th, 7th and 8th grades, total of 57 class hours were added to the curriculum. Ten special aims have been determined in the science curriculum. These special aims will provide students with a basic knowledge of science subjects and engineering practices as well as individual, environmental and community relations; awareness of sustainable development; take responsibility; career awareness; entrepreneurial skills; the process of creation of scientific knowledge; to develop interest and curiosity towards nature and environment, to develop attitude; to be aware of the importance of safety in scientific studies and to create consciousness; to develop reasoning ability, scientific 1 Bu araştırmanın bir kısmı 27. Uluslararası Eğitim Bilimleri Kongresi'nde sözlü bildiri olarak sunulmuştur.

With the worldwide spread of STEM education, which is considered as one of the most important developments of the 21st century in the field of education, the question of how to assess STEM education activities has emerged. In STEM education, where many interdisciplinary learning outcomes are applied together and where the learning process is more important, it is natural for the traditional summative assessment methods to lose their validity. In Turkey, the 2018 science course curriculum was updated with the components of STEM education and the importance of process assessment was emphasized, but there is no detailed explanation given on how to do it. However, formative assessment was discussed in detail in an earlier Turkish science curriculum. In this article, discussion is presented on how to use formative assessment in STEM education with the aid of 2005 Turkish science curriculum together with examples from various resources.

This study investigated the effectiveness of simulation-based instruction on students’ greenhouse effect achievement. The simulations were chosen from the Physics Education Technology Project (PhET) website. The research was a pretest-posttest with a control group design quasi-experimental study. The sample of the study consisted of 45 6th grade students taking a science course in a secondary school from a city located in the Central Anatolia Region of Turkey in the 2017–2018 academic year. Participants were assigned randomly to control and experimental groups. There were 23 participants in the experimental group and 22 participants in the control group. While the control group was instructed with the constructive instructional methods, the experimental group was instructed by PhET simulation-based instruction over 1 week. Data were collected by the Greenhouse Effect Achievement Test. Independent samples t-test and paired samples t-test were used to analyze the data. The study results revealed that the PhET simulation-based instruction created a statistically significant difference between the control group and the experimental group in the students’ greenhouse effect in favor of the experimental group (p = 0.03).

Recently, with the influence of science, technology, engineering, and mathematics education approach, the material design has become an important aspect within science courses. The material development course in science curriculums is a unique opportunity to evaluate pre-service teachers' material designs. In this study, student science teachers' physics materials were subjected to critiquing, while the authors discussed the advantages and disadvantages of their designs with a consideration of possible misconceptions. In the study, a content analysis technique, as one of the qualitative analysis methods was used. There were 27 materials and lesson plans in total, concerning the physics topics. The findings are presented under the titles of energy, light, sound, and electricity. Results showed that only three of the materials were linked to a misconception. Moreover, a fair amount of the participants chose to design either too simple, easy to build, easy to find, digital, or irrelevant teaching materials. This result can be recognized as a critical finding in this research and described as the unwillingness of the participant pre-service teachers. Findings are discussed with an effort to settle the misconceptions and the unwillingness of pre-service teachers.