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: .

In this study, the effects of the STEM activities integrated with socioscientific 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.

Öz Makale Bilgisi Bu araştırmanın amacı, Friday Institute for Educational Innovation (2012a) tarafından geliştirilen Fen Bilimleri Öğretmenlerinin FeTeMM'e Yönelik Özyeterlik ve Tutumları Ölçeği'nin Fen Bilimleri öğretmen adaylarının özyeterlik düzeyini belirlemeye uygun olacak şekilde Türkçe'ye uyarlanmasıdır. Araştırmanın çalışma grubunu; çeşitli üniversitelerde Matematik ve Fen Bilimleri Eğitimi Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı 3. ve 4. sınıf düzeyinde öğrenim gören 392 Fen Bilimleri öğretmen adayı oluşturmaktadır. Ölçeğin yapı geçerliliğini incelemek için ölçeğin tümüne açımlayıcı faktör analizi yapılmıştır. Bu analizin ardından; orijinal ölçeğin ilk iki boyutu olan Fen Bilimleri öğretiminde özyeterlik inancı ve Fen Bilimleri öğretimi sonucu beklentileri boyutlarının Fen Bilimleri öğretmen adaylarının özyeterlik düzeyini belirlediği tespit edilmiştir. Bu nedenle orijinal ölçeğin ilk iki boyutuna doğrulayıcı faktör analizi yapılmış, güvenirliğini incelemek için iç tutarlılık katsayısı hesaplanmış ve test-tekrar test yöntemi kullanılmıştır. Güvenirlik analizi sonucunda ölçeğin iç tutarlılık katsayısı .808 olarak hesaplanmıştır. Yapılan analizlerden elde edilen veriler sonucunda, 2 boyuttan ve 12 maddeden oluşan ölçeğin eğitim alanında kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu ortaya çıkmıştır.

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