Thematic content analysis of STEM studies published in the field of science education in Türkiye
DOI:
https://doi.org/10.5281/zenodo.14867852Keywords:
STEM, Science education, Thematic content analysis, STEM EducationAbstract
Purpose: This study aims to thematically analyze STEM studies published in the field of science education in Türkiye from 2013 to 2022.
Design and Methodology: The thematic content analysis research method was used in the study. The identified journals in SSCI and ERIC indexes were searched with the criteria of focusing on science education and conducted in Türkiye. 70 articles were analyzed with parameters such as aims, dependent variables, learning models integrated with STEM, research methods, sample groups, sample sizes, data collection tools, number of data collection tools, duration of instruction, data analysis methods, and results.
Results: The findings revealed that the majority of the studies aimed to determine opinions and the effect on skill development. Moreover, it was determined that achievement, attitudes, scientific creativity, and critical thinking were utilized as dependent variables and STEM was predominantly integrated with project-based learning. Additionally, it was established that the majority of studies employed a case study approach, utilized secondary school students as a sample population, included between 11 and 50 participants, employed interview methods for data collection, utilized a singular data collection instrument, four weeks as instructional duration, and content analysis as data analysis method in STEM studies. Moreover, the findings revealed that the proportion of dependent variables exhibiting positive effects of STEM education was 86.49%, while 13.51% did not demonstrate a positive effect.
Implications & Suggestions: Researchers engaged in studies within the STEM field were provided with recommendations regarding the study.
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