The present study investigated the effects of the peer instruction approach on high school students' kinematics graphs interpretation skills and understanding of kinematics graphs. The study was conducted with 65 high school students from two groups. The first group was the experimental group and the second group was the control group. 32 students of the experimental group were taught using the peer instruction approach while 33 students of the control group were taught using the conventional teaching method. The data of the study were collected with the Test of Understanding Graphs in Kinematics. The results of the study showed that the peer instruction approach had a more positive effect on students' kinematics graphs interpretation skills and understanding of kinematic graphs than the conventional teaching method. In addition, there was a reasonable change in students' understanding of graphs and graphical thinking processes in the experimental group The students' understanding of graphs and graphical thinking processes did not change significantly in the control group. The results of the study revealed that the peer instruction approach can be used with little effort to assess and improve high school students' academic achievement in physics classes.

This study evaluated STEM education from the perspective of science, mathematics, and computer science teachers. The opinions of experienced STEM teachers were obtained and the results were analyzed in three subcategories. Phenomenological design, one of the qualitative research methods, was used for the study. The data for the study were collected from four different public middle schools in Izmir, Turkey, during the 2018-2019 school year. The qualitative data of the study was collected through a semi-structured interview with twelve middle school teachers. The professional experience of the teachers participating in the study ranged from 4 to 37 years. In addition, 6 of the teachers were female. To ensure data diversity in the study, teachers' views on STEM were collected through a 13-item questionnaire. The STEM-TSAS questionnaire used for the study had three sub-factors (teachers, school administrators and students in STEM education). The interviews with teachers revealed that STEM contributes to the development of 21st century skills in both students and teachers. In addition, many teachers indicated that school administrators were unable to provide the materials needed in the implementation of STEM education.