Nowadays, when the production of knowledge is increasing rapidly, new production technologies have become extremely important to create useful products. The changing human needs and desires to produce many products in a short time enable countries to produce different technologies and integrate them into daily life. The aim of this research is to investigate teachers' and students' views on the educational contributions of using 3D design programs and 3D printers A mixed research method was used within a convergent parallel design. For the quantitative part of the study, a survey was conducted with 108 students. Then, 10 gifted students were randomly selected among the students participating in the survey and interviews were conducted. Interviews were also conducted with 3 teachers worked in Science and Art Centers (SACs) where educated gifted students in Turkey. The data were collected and analyzed through questionnaires and semi-structured interviews. According to the results of the research, it appears that 3D design technologies play an important role in the development of students' knowledge and skills, students use these technologies quite a lot when producing projects or designing the products of their projects, and this situation motivates them in the project production process. In addition, appears that students can print their own course materials to learn.

The study aimed to investigate the effects of a STEM-based course design on students’ attitudes towards STEM and a science course. STEM activities were prepared per learning outcomes relating to the ‘illumination and sound technologies’ learning domain in the grade 4 science course. The study was carried out based on an experiment and control group quasi-experimental design. The study was carried out at a state school in Mersin in 2021. The experimental group of the study consisted of 32 and the control group consisted of 32 grade 4 students. STEM-based activities were performed in the experimental group. However, non-STEM activities were performed based on usual experimental setups in the control group. At the end of the study, the experimental and control group students’ attitudes towards STEM and science course were examined to determine whether there were statistically significant differences. As part of this study, student opinions on STEM were examined. A STEM Attitude Test and open-ended opinion form were used as data collection tools. Normality tests were conducted, and the homogeneity of variances was examined. Dependent and independent t-tests were conducted in quantitative data analysis and content analysis in the qualitative data analysis. The results suggested that STEM-based course design significantly increased students’ STEM attitudes and their attitudes towards science course more than the attitudes of students not exposed to STEM-based course design. In addition, students considered STEM practices fun and informative. Accordingly preparing STEM based course design for science course has been suggested.

This study examined the views of classroom teachers on the effects of using information and communication technologies in primary school education on students. An exploratory sequential design of mixed-method research designs, in which the qualitative and quantitative data are used together, was employed. There were two research groups in the study. The focus group study participants consisted of six classroom teachers with at least ten years of teaching experience, who actively used technology. However, the study group that responded to the questionnaire items consisted of 60 classroom teachers. The research was carried out in a public school in Mersin at the beginning of 2020. An open-ended focus group interview question form and teacher opinion questionnaire on information and communication technologies were used in the study. All interviews in the focus group interview were recorded digitally and analyzed by two experts. The findings were presented in tables based on sentences. The findings obtained from the questionnaire were analyzed and presented as percentages and frequencies in tables. Further, the findings obtained from the focus group interviews and the questionnaire were analyzed and interpreted by blending them together. According to the resultant findings, information and communication technologies are educative and entertaining for students. In addition, dissocializing students and causing addiction in some cases are their negative aspects. Teachers believe that the use of information and communication technologies is inevitable and important in today’s education.