Özet:

The purpose of this study is to examine the empirical studies published between 2014-2020 and using STEM (Science, Technology, Engineering, Mathematics) applications. In this context, studies published in the country and including STEM applications in science education were scanned. The search was carried out at Tübitak ULAKBİM, DergiPark, and Google Scholar with the keywords "STEM applications", "STEM activities", "STEM workshop" "STEM" and "STEM applications". It was decided to examine 40 studies in line with the specified inclusion and exclusion criteria. Studies suitable for the purpose of the research were classified to be examined. Then, the studies were examined in terms of method, publication year, sample group, tools and materials used in the applications, the teaching model used in the applications, and the dependent variables in which the effects of STEM applications were investigated. It has been determined that empirical studies using STEM applications in science education have increased in recent years. It is seen that qualitative research methods are mostly preferred in the studies. Another prominent finding is that easily accessible laboratory materials were used to a large extent in the studies carried out with STEM applications. However, it is another finding that the use of technology-based robotic applications is low, and the preferred robotic applications are limited to a few programs. It has been determined that the engineering design cycle is frequently preferred in the preferred teaching model in STEM applications. It has been determined that STEM applications have positive effects on students' academic achievement, scientific process skills, problem-solving skills, motivation, self-efficacy perceptions, interests, and attitudes. It would be useful to create application guides for more widespread use of STEM applications in science education. It is recommended to expanding STEM integration for science education. 

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