“…There are studies carried out by universities on the effectiveness of STEM activities designed using teaching methods such as context-based learning (Yıldırım, 2018), mastery learning (Yıldırım & Selvi, 2017), and argumentation (Yıldırım & Turk, 2018). Additionally, opinions of teachers (Açıkgül Fırat, 2020;Akgündüz & Akpınar, 2018;Bakırcı & Kutlu, 2018;Eroğlu & Bektaş, 2016;Gülgün, Yılmaz, & Çağlar, 2017;Hebebci, 2019;Özbilen, 2018;Özcan & Koştur, 2018;Taştan-Akdağ & Güneş, 2017;Timur & İnançlı, 2018;Uğraş, 2017;Uğraş & Genç, 2018), students (Akgündüz & Akpınar, 2018;Aydın & Karslı Baydere, 2019;Dönmez, 2017;Gülhan & Şahin, 2016;Hebebci, 2019;Karakaya, Yantırı, Yılmaz, & Yılmaz, 2019;Taştan-Akdağ & Güneş, 2017;Yıldırım & Turk, 2018) and pre-service teachers (Bektaş & Aslan, 2019;Hacıoğlu, Yamak, & Kavak, 2016;Şahin, 2019;Timur & İnançlı, 2018;Uğraş & Genç, 2018;Yıldırım, 2020) on the STEM approach were examined. Studies on STEM education were compiled by Yıldırım (2020) using the ADDIE expansion, and the STEM teacher institutes education model was introduced.…”