Abstract
In the Science Curriculum, which has been restructured in line with the requirements of the 21st century, it is aimed that the students look at the problems from an interdisciplinary perspective. Since it is important that the activities in the textbooks are prepared in this direction, it is aimed to examine the STEM activities in the textbooks in terms of unit, achievement, learning environment, activity content, STEM subject area and STEM areas. Case study design was used in the study. In the research, "STEM Activities Evaluation Rubric" was used for document analysis. In addition, the opinions of 10 teachers who applied science STEM activities face-to-face and online in secondary school were taken. It has been observed that STEM activities in the textbooks are associated with at least one acquisition, and the activities do not have a structural partnership. It has been determined that most activities do not have a problem situation, do not offer alternative solutions, at least one STEM discipline is missing, product-oriented and insufficient in terms of evaluation. In this direction, it has been proposed to reorganize the STEM activities in the textbooks in a common structure, to include the features of the STEM activities in the literature and to include alternative measurement tools.
Publisher
Journal of International Scientific Researches
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