STEM

STEM is an educational approach based on the integrated teaching of Science (Fen), Technology (Teknoloji), Engineering (Mühendislik), and Mathematics (Matematik), derived from the initial letters of these four disciplines. Unlike traditional education systems, where subjects such as science and mathematics are taught as separate silos, STEM education brings these disciplines together to solve real-world problems. This approach aims to enable students to transform theoretical knowledge into practice, apply engineering design processes, and develop critical thinking, creativity, collaboration, and problem-solving skills known as 21st-century competencies. STEM education is not merely an academic teaching model; it is also regarded as a strategic initiative by countries to enhance economic development, innovation capacity, and global competitiveness.^【1】 Since the 2000s, this approach has become a state policy in developed countries, notably the United States of America, and in Türkiye it has entered the literature under the abbreviation "FeTeMM" (Fen, Teknoloji, Mühendislik, Matematik) and has begun to be integrated into educational programs.^【2】

Conceptual Framework and Definition

The term STEM was first introduced in the 1990s by the United States National Science Foundation (NSF) as SMET (Science, Mathematics, Engineering, Technology), and later changed to STEM for phonetic reasons. According to Rodger Bybee, STEM is not merely the convergence of four disciplines but a form of literacy that extends beyond school subjects to understand and address global issues related to the environment, economy, and society.^【3】 Mark Sanders defines STEM education as "Integrative STEM," characterizing it as approaches that eliminate or bridge conceptual and methodological distinctions between two or more STEM disciplines. According to Sanders, technology and engineering education serve as a unifying element that enables the learning of science and mathematics through "doing and designing."^【4】

In traditional education, the natural sciences focus on understanding the natural world, technology on meeting human needs, engineering on solving problems through design, and mathematics on providing the language and logic of these processes. STEM education blurs the boundaries between these disciplines to create an interdisciplinary or transdisciplinary learning environment.^【5】 In this context, STEM enables students to use engineering design processes while learning science and mathematics concepts to either produce new technologies or effectively utilize existing ones.

Historical Development and Emergence

The roots of STEM education extend back to the space race initiated by the Soviet Union’s launch of the Sputnik satellite into space in 1957. This event triggered concerns in the United States about the inadequacy of science and mathematics education and led to curriculum reforms. However, the modern understanding of the STEM movement gained momentum in the early 21st century due to changing dynamics in the global economy. The transition to a knowledge-based economy created a demand for individuals not only possessing knowledge but also capable of applying it and driving innovation.^【6】

In the early 2000s, reports in the United States revealed that a workforce shortage in STEM fields threatened national security and economic well-being. This situation initiated a period known as "STEMmania," prompting policymakers, educators, and industry leaders to make substantial investments in STEM education.^【7】 During this period, STEM evolved from a reform focused solely on improving science and mathematics performance into a comprehensive strategy encompassing all levels of education and preparing students for future careers.

Educational Approaches and Pedagogy

At the core of STEM education lies the "Engineering Design Process," which includes identifying the problem, researching possible solutions, selecting the best solution, creating a prototype, testing it, and revising it. As noted in Aytaç Karakaş’s research, incorporating engineering design processes into science instruction enables students to concretize scientific concepts and achieve lasting learning.^【8】

Inquiry-Based Learning and Design Thinking

STEM practices are typically implemented using active learning methods such as project-based learning (PBL), inquiry-based learning, and design thinking. Students are not passive recipients of information but active problem solvers. For example, in a science lesson, students do not merely study the theory of "force and motion"; they also design a bridge or vehicle using these principles. In this process, they perform mathematical calculations (Mathematics), examine material properties (Science), use design and production tools (Technology), and produce a tangible product (Engineering).^【9】

Levels of Interdisciplinary Integration

In the literature, STEM integration is discussed at varying levels. Bybee emphasizes that STEM literacy involves the capacity to generate solutions to problems encountered at individual, societal, and global levels. Integration ranges from "full integration," where disciplines are completely intertwined, to models in which disciplines are taught separately but connected through common themes. Sanders advocates the concept of "purposeful design and inquiry," arguing that the integration of technological design with scientific inquiry is essential.^【10】

STEM Education in Türkiye

In Türkiye, STEM education began to gain prominence in the mid-2010s through academic studies, civil society organization projects, and strategic plans by the Ministry of National Education (MEB).

Strategic Importance and Economic Context

According to an analysis by Mustafa Altunel for SETA (Foundation for Political, Economic and Social Research), STEM education is critical for Türkiye to escape the "middle-income trap" and achieve high-value-added production. Developments such as Industry 4.0, digitalization, and artificial intelligence are increasing demand for a skilled workforce in STEM fields. Türkiye’s performance in international assessments such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study) indicates the need to deepen conceptual understanding in science and mathematics education and to broaden interdisciplinary applications.^【11】

Academic Research and Trends

The content analysis by Günbatar and Tabar on STEM research conducted in Türkiye shows that the majority of studies in this field employ quantitative methods and are primarily focused on the middle school level. Research demonstrates that STEM applications positively impact students’ academic achievement, scientific process skills, and attitudes toward school. However, a limitation noted is that most studies are based on short-term interventions, and long-term effects have not been sufficiently examined.^【12】

Teachers’ Perspectives and Implementation Challenges

The research by Özcan and Koştur on science teachers reveals that while teachers hold a positive attitude toward STEM education, they encounter significant challenges during implementation. The main issues reported by teachers include:

• Curriculum overload and insufficient time.
• Lack of adequate materials and physical infrastructure (laboratories, workshops, etc.) in schools.
• Insufficient in-service training and lack of knowledge regarding STEM pedagogy.
• The current assessment system’s reliance on multiple-choice questions and its failure to support project-based evaluation.^【13】

Teacher Education and Competencies

The success of STEM education largely depends on the quality of teachers and their ability to teach across disciplines. Çorlu and Çallı argue that teachers must possess "Integrative Teaching Knowledge," meaning they must have deep expertise in their own discipline while also being able to establish connections with other STEM disciplines and integrate engineering design processes into their lessons. In Türkiye, teacher preparation programs are generally discipline-focused, which constitutes one of the barriers to STEM integration. Therefore, pre-service and in-service teacher education must cultivate a culture of interdisciplinary collaboration and equip teachers with project-based teaching methods.^【14】

From STEM to STEM+: Expansion of the Concept

Over time, the STEM concept has expanded and diversified through the addition of other disciplines. The primary reason for this expansion is the recognition that innovation and creativity require more than technical knowledge; aesthetic, social, and entrepreneurial dimensions must also be incorporated into the process.

STEAM (Addition of Art)

The addition of the "Art" discipline to STEM forms STEAM, which integrates science and technology with the creativity and aesthetics of art. According to Çevik, Şentürk, and Abdioğlu, art enables students to use their imagination, add aesthetic value to their designs, and develop alternative perspectives. Integrating art into STEM makes science and mathematics topics more engaging and can attract students who are otherwise disinterested in these fields.^【15】

STEM+A+E (Addition of Entrepreneurship)

The STEM+A+E model discussed by Özgün and Özgün adds the dimension of Entrepreneurship (E) to STEM and Art (A) education. This approach aims not only for students to design and produce a product but also to consider its marketability, cost analysis, and strategies for reaching the target audience. Entrepreneurship-focused STEM education equips students with skills such as risk-taking, leadership, financial literacy, and innovation management, better preparing them for the workforce.^【16】

STEM education is widely regarded as an indispensable approach for cultivating technologically literate and productive individuals capable of addressing the complex challenges of the 21st century. Research in the literature demonstrates that this approach enhances students’ academic achievement, motivation, and higher-order thinking skills. However, for STEM education to be effectively implemented, curricula must be made more flexible, physical infrastructure must be strengthened, investment must be made in teacher training, and assessment systems must be reoriented toward process-based evaluation. For developing countries such as Türkiye, STEM is not merely an educational reform but a strategic necessity for sustainable development and global competitiveness.