Abstract:

This research aims to present gifted and talented students’ views regarding STEM education and STEM disciplines in engineering design-oriented integrated STEM activities. The research was modeled as a case study, using a qualitative research design, and was conducted with seven 7th grade students, who were getting support education at Science and Art Center. Individual interviews were conducted to reveal the views and definitions of students about STEM disciplines before STEM activities. During implementation process, ten-week STEM activities were conducted with the students. After STEM activities, individual interviews were held with students and student views on STEM disciplines and STEM education were revealed. Observation forms and STEM activity booklet as documents were used during the STEM activities to support the interview data. Data that was collected was analyzed through content analysis. In this study, it was seen that gifted and talented students STEM disciplines separately from each other and independently from real-life situation, however after STEM education, they were able to make interdisciplinary associations and associate them with other disciplines and real life. In line with the findings, it was concluded that STEM education is effective in defining STEM disciplines and in providing interest and motivation for STEM disciplines.

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