Özet:

It is seen that the disciplines of mathematics, engineering, and technology have been integrated into the renewed 2018 science curriculum in addition to the field of science. This situation is integrated into the STEM approach, this study was aimed to investigate the suitability of the activities in the five, six, seven, and eighth-grade textbooks of secondary school science in 2018-2019 academic year concerning the framework of STEM activities. The study was carried out with the descriptive survey model, which is one of the field research design. The STEM Activity Analysis Scale improved by researchers was utilized as a data collection tool in the investigation. There are few activities that can provide interdisciplinary integration and include science-based life problems. Although the activities are mostly in the implementation stage of the cognitive domain, it is identified that the number of activities to support skills such as problem-solving, critical thinking, creativity, entrepreneurship, and productivity was found insufficient. Generally, experimental methods were used, and it did not include methods frequently utilized methods in STEM education such as project-based or cooperative learning. Another finding was that although it was mentioned to develop original products in the 2018 science curriculum, no products were obtained at the end of the activities in the textbooks. When the assessment of the activity evaluation questions was examined, the questions were generally at the level of knowledge and comprehension focused on outcome evaluation, and interdisciplinary conceptual integration was ignored.

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