HIGHLIGHTS
SUMMARY
Studies in the field of STEM in Turkey (Şahin, Ayar, and amp; Adıgüzel, 2014; Yamak et_al, 2014) have reported that STEM activities support students` peer learning for STEM fields, improve scientific process skills and attitudes towards science. Moore and Smith have emphasized that teachers who teach STEM education focus on traditional science and mathematics teaching because they need more knowledge about areas outside their fields, while they almost ignore the technology and engineering components. Preparing an environment suitable for STEM applications allows students to establish the connection between these areas, to have . . .
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