___

• Acar, D., Tertemiz, N., & Taşdemir, A. (2019). The relationship between mathematics and science problem solving skills and achievements of students who were being educated with STEM. Bartın Üniversitesi Eğitim Araştırmaları Dergisi, 3(2), 12-23.
• Akaygun, S., & Aslan-Tutak, F. (2016). STEM images revealing STEM conceptions of pre-service chemistry and mathematics teachers. International Journal of Education in Mathematics, Science and Technology, 4(1), 56-71.
• Akbıyık, C., & Seferoğlu, S. S. (2006) Eleştirel düşünme eğilimleri ve akademik başarı [Critical thinking dispositions and academic achievement]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(32), 90-99.
• Akgündüz, D. (2018). STEM eğitiminin kuramsal çerçevesi ve tarihsel gelişimi [Theoretical framework and historical development of STEM education]. In D. Akgündüz (eds.), Okul öncesinden üniversiteye kuram ve uygulamada STEM eğitimi (pp. 19-49). Anı Yayıncılık.
• Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu [STEM education Turkey report]. Scala Basım.
• Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). the development of a 21st-century skills and competences scale directed at teaching candidates: validity and reliability study. Pamukkale University Journal of Education, 40(40), 160-175. http://dx.doi.org/10.9779/PUJE768
• Aydın, G., Saka, M., & Guzey, S. (2017). Science, technology, engineering, mathematics (STEM) attitude levels in grades 4th- 8th. Mersin University Journal of the Faculty of Education, 13(2). 787-802. https://doi.org/10.17860/mersinefd.290319
• Azgın, A. O., & Şenler, B. (2019). STEM in primary school: Students’ career ınterest and attitudes. Journal of Computer and Education Research, 7(13), 213-232. https://doi.org/10.18009/jcer.538352
• Banks, F., & Barlex, D. (2014). Teaching STEM in the secondary school: How teachers and schools can meet the challenge. Routledge.
• Baran, E., Canbazoğlu-Bilici, S., & Mesutoğlu, C. (2015). Science, technology, engineering, and mathematics (STEM) public service announcement (PSA) development activity. Journal of Inquiry Based Activities, 5(2), 60-69.
• Batdi, V., Talan, T., & Semerci, C. (2019). Meta-analytic and meta-thematic analysis of STEM education. International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(4), 382-399.
• Baz, F. Ç. (2019). STEM education cycle in the framework of Bloom taxonomy. Academia Eğitim Araştırmaları Dergisi, 4(2), 142-150.
• Berlin, D. F., & White, A. L. (2010). Preservice mathematics and science teachers in an integrated teacher preparation program for grades 7–12: A 3-year study of attitudes and perceptions related to integration. International Journal of Science and Mathematics Education, 8(1), 97-115. https://doi.org/10.1007/s10763-009-9164-0
• Bingöl, G., & Demir, A. (2011). Communication skills of students of Amasya medical vocational school. Göztepe Tıp Dergisi, 26(4), 152-159.
• Bircan, M. A. (2019). The effect of stem education activities on attitudes towards STEM, 21st century skills and mathematics achievements of fourth grade students [Unpublished doctoral dissertation]. Ondokuz Mayıs University.
• Bircan, M. A., & Köksal, Ç. (2020). Investigation of STEM attitudes and STEM career ınterests of gifted students. Turkish Journal of Primary Education, 5(1), 16-32.
• Bozkurt, Ş. B., & Çakır, H. (2016). 21st century learner skills: an investigation of middle school students based on grade level and gender. Pamukkale University Journal of Education, 39(39), 69-82. http://dx.doi.org/10.9779/PUJE757
• Britton, B., & Tesser, A. (1991). Effects of time management practices on college grades. Journal of Educational Psychology, 83(3), 405- 410.
• Bulut, T. (2020). Examination of STEM attitudes of secondary school students in terms of different variables. Asian Journal of Instruction, 8(2), 17-32. https://doi.org/10.47215/aji.713778
• Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70, 30-35.
• Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS] (3rd ed.). Pegem Akademi.
• Çepni, S (2018). Kuramdan uygulamaya STEM eğitimi [STEM education from theory to practice]. (2nd ed.). Pegem Akademi.
• Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. (3rd ed.). Celepler Matbaacılık.
• Ceylan, Ö., Ermiş, G., & Yıldız, G. (2018). Özel yetenekli öğrencilerin bilim, teknoloji, mühendislik, matematik (STEM) eğitimine yönelik tutumları [Attitudes of gifted students towards science, technology, engineering and mathematics (STEM) education]. In G. Akkaya & P. Ertekin (Eds.), International congress on gifted and talented education congress (pp. 64-75).
• Christensen, R., & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science Environment and Health, 3(1), 1-13. https://doi.org/10.21891/jeseh.275649
• Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898-909. https://doi.org/10.1007/s10956-015-9572-6
• Çiftçi, B., & Bakar, M. H. D. (2020). Investigation of social studies teacher candidates' 21st century skills competence perceptions. Kapadokya Eğitim Dergisi, 1(2), 44-60.
• Çolak, M. (2019). The examination of prospective science teachers' perceptions of 21st century skills in terms of various variables [Unpublished master’s thesis]. Niğde Ömer Halis Demir University.
• Cooper, R., & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls' interest in STEM subject areas? American Journal of Engineering Education, 4(1), 27-38.
• Çorlu, M. S. (2014). Call for manuscripts on STEM education. Turkish Journal of Education, 3(1), 4-10. https://doi.org/10.19128/turje.181071
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage publications.
• Derin, G., Aydın, E., & Kırkıç, K. A. (2017). A scale on the attitudes towards STEM education. El-Cezeri Journal of Science and Engineering, 4(3), 547-559. https://doi.org/10.31202/ecjse.336550
• Durmaz, M., Hüseyinli, T., & Güçlü, C. (2016). The relation between time management and academic success. Itobiad: Journal of the Human & Social Science Research, 5(7), 2291-2303.
• ElSayary, A. (2021). Transdisciplinary STEAM curriculum design and authentic assessment in online learning: a model of cognitive, psychomotor, and affective domains. Journal of Turkish Science Education (TUSED), 18(3), 493-511. https://doi.org/10.36681/tused.2021.86
• Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). McGraw Hill Higher Education.
• Fajrina, S., Lufri, L., & Ahda, Y. (2020). Science, technology, engineering, and mathematics (STEM) as a learning approach to improve 21st century skills: A review. International Journal of Online & Biomedical Engineering, 16(7), 94-104.
• Gökbulut, B. (2020). The relationship between teacher candidates' beliefs in education and 21st century skills. Turkish Studies- Education, 15 (1), 127-141. https://dx.doi.org/10.29228/TurkishStudies.40164
• Gömleksiz, M. N., Sinan, A. T., & Doğan, F. D. (2019). Perceptions of prospective teachers of Turkish, Turkish language and literature and contemporary Turkish dialects of the 21st century skills and competences. International Journal of Euroasian Research, 7(19), 163-185. https://doi.org/10.33692/avrasyad.628236
• Greiff, S., & Kyllonen, P. (2016). Contemporary assessment challenges: The measurement of 21st century skills. Applied Measurement in Education, 29(4), 243–244. https://doi.org/10.1080/08957347.2016.1209209
• Gürültü, E., Aslan, M., & Alcı, B. (2020). Secondary school teachers’ competencies in the use of 21st century skills. Hacettepe University Journal of Education, 35(4), 780-798. https://doi.org/10.16986/HUJE.2019051590
• Hanushek, E. A., (2008). Schooling, gender equity, and economic outcomes. In Tembon, M., & Fort, L., (Ed.) Girls’ education in the 21st century: gender equality, empowerment, and economic growth (pp. 23-39). World Bank.
• Haviz, M., Maris, I. M., Adripen, Lufri, David, & Fudholi, A. (2020). Assessing preservice teachers’ perception on 21st century skills in Indonesia. Journal of Turkish Science Education, 17(3), 351–363. https://doi.org/10.36681/tused.2020.32
• Heaverlo, C. (2011). STEM development: A study of 6th-12th grade girls' interest and confidence in mathematics and science [Unpublished doctoral dissertation]. Iowa State University.
• Hiğde, E., Keleş, F., & Aktamış, H. (2020). Model study on attitudes towards STEM fields and teaching. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 1145-1160. https://doi.org/10.17240/aibuefd.2020..-648229
• İçel, K. (2019). Investigation of the relationship between the disciplined mind attributes and STEM attitudes of elementary school 4th grade students (Afyonkarahisar sampling) [Unpublished master’s thesis]. Afyon Kocatepe University.
• Kan, A. Ü. & Murat, A. (2018). Investigation of prospective science teachers’ 21st century skill competence perceptions and attitudes toward STEM. International Online Journal of Educational Sciences, 10(4), 251-272. https://doi.org/10.15345/iojes.2018.04.014
• Karasar, N. (2008). Bilimsel Araştırma Yöntemi [Scientific Research Method]. Nobel Yayın Dağıtım.
• Kavak, T. (2019). The effect of STEM applications on attitudes towards science and technology, skills of scientific process and problem solving of 4th grade students [Unpublished master’s thesis]. Fırat University.
• Kayri, M. (2009). The multiple comparison (post-hoc) techniques to determine the difference between groups in research. Fırat University Journal of Social Science, 19(1), 51-64.
• Kennedy, J., Quinn, F., & Taylor, N. (2016). The school science attitude survey: A new instrument for measuring attitudes towards school science. International Journal of Research & Method in Education, 39(4), 422-445. https://doi.org/10.1080/1743727X.2016.1160046
• Kırıktaş, H., & Şahin, M. (2019). An investigation of career attitudes and attitudes of high school students towards stem areas in terms of demographic variables. Academia Eğitim Araştırmaları Dergisi, 4(1), 55-77.
• Koştur, H. İ. (2017). The history of science practices in STEM education: Al-Jazari example. Başkent University Journal of Education, 4(1), 61-73.
• Kozikoğlu İ., & Altunova N., (2018). The predictive power of prospective teachers’ self-efficacy perceptions of 21st century skills for their lifelong learning tendencies. Journal of Higher Education and Science, 8(3), 522-531. https://doi.org/10.5961/jhes.2018.293
• Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441
• Mullis, I. V., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: https://timssandpirls. bc. edu/timss2019/international-results.
• Nacaroğlu, O., & Kızkapan, O. (2021). STEM attitudes and levels of 21st century skills in gifted students. The Journal of Turkish Social Research, 25(2), 425-442.
• Nadelson, L. D., Seifert A., Moll, A. J., & Coat, B. (2012). I-STEM summer institute: An integrated approach to teacher professional development in STEM. Journal of STEM Education, 13(2), 69-83.
• Organisation for Economic Co-operation and Development (OECD). PISA 2022 mathematics framework (Draft). OECD Publishing.
• Orhan-Goksun, D. (2016). The relationship between pre-service teachers’ 21st century learner skills and 21st century teacher skills [Unpublished doctoral dissertation]. Anatolian University.
• Ormanci, Ü. (2020). Thematic content analysis of doctoral theses in stem education: Turkey context. Journal of Turkish Science Education, 17(1), 126-146. https://doi.org/10.36681/tused.2020.17
• Osgood, C. E., Succi, G. J., & Tannenbaum, P. H. (1957). The measurement of meaning. University of Illinois Press Özcan, H., & Koca, E. (2019). Turkish adaptation of the attitude towards STEM scale: A validity and reliability study. Hacettepe University Journal of Education, 34(2), 387-401. https://doi.org/10.16986/HUJE.2018045061
• Özdemir-Özden, D., Karakuş-Tayşi, E., Kılıç-Şahin, H., Demir-Kaya, S., & Bayram, F. Ö. (2018). Pre-service teachers’ perceived efficacy beliefs towards the 21st century skills: the case of Kütahya. Turkish Studies, 13(27), 1163-1184.
• Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS program (4th ed.). McGraw-Hill Education.
• Partnership for 21st Century Skills (P21). (2008). 21 st. century skills, education, and competitiveness. Tucson, AZ: Author.
• Radu, M. (2014, March). Developing hands-on experiments to improve student learning via activities outside the classroom in engineering technology programs. In 2014 IEEE Integrated STEM Education Conference (pp. 1-4). IEEE.
• Şahin, A., Ayar, C. M., & Adıgüzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 297-322.
• Sivrikaya, S. Ö. (2019). Research of high school students’ attitudes of STEM. OPUS -International Journal of Society Research, 11(18), 914-934. https://doi.org/10.26466/opus.547459
• Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM education, 6(1), 1-15. https://doi.org/10.1186/s40594-019-0192-1
• Tavşancıl, E. (2005). Tutum ölçülmesi ve SPSS ile veri analizi [Attitude measurement and data analysis with SPSS]. Nobel Yayın Dağıtım.
• Tektaş, M., & Tektaş, N. (2010). The relationship between vocational school student’s academic success and time management. Selçuk University Social Sciences Institute Journal, 23, 221-229.
• Verbalis, JG, Barsony, J., Sugimura, Y., Tian, Y., Adams, DJ, Carter, EA & Resnick, HE (2010). Hyponatremia induced osteoporosis. Journal of Bone and Mineral Research, 25, 554-563.
• Walker, W., Moore, T., Guzey, S., & Sorge, B. (2018). Frameworks to develop integrated STEM curricula. K-12 STEM Education, 4(2), 331-339.
• Wells, B. H., Sanchez, H. A., & Attridge, J. M. (2007). Modeling student interest in science, technology, engineering and mathematics. In 2007 IEEE Meeting the Growing Demand for Engineers and Their Educators 2010-2020 International Summit (Vol. 50, pp. 1-17). IEEE
• Wicklein, R. C., & Schell, J. W. (1995). Case studies of multidisciplinary approaches to integrating mathematics, science, & technology education. Journal of Technology Education, 6(2), 59-76.
• Yamak, H., Bulut, N., & Dündar, S. (2014). The impact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science. Gazi University Journal of Gazi Educational Faculty, 34(2), 249-265.
• Yerdelen, S., Kahraman, N., & Yasemin, T. A. Ş. (2016). Low socioeconomic status students' STEM career interest in relation to gender, grade level, and STEM attitude. Journal of Turkish Science Education, 13(special), 59-74.
• Yıldırım, B. (2021). Preschool STEM activities: preschool teachers’ preparation and views. Early Childhood Education Journal, 49, 149–162. https://doi.org/10.1007/s10643-020-01056-2
• Yıldırım, B., & Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezeri Journal of Science and Engineering, 2(2), 28-40.
• Yıldırım, H., & Gelmez-Burakgazi, S. (2020). Research on STEM education studies in Turkey: A qualitative metasynthesis study. Pamukkale University Journal of Education, (50), 291-314. https://doi.org/10.9779/pauefd.590319