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WHAT RULES WOULD YOU LIKE TO EXIST WITHIN THE SCOPE OF OUR PROJECT

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WHAT RULES WOULD YOU LIKE TO EXIST WITHIN THE SCOPE OF OUR PROJECT 

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PROJECT TASK SHARING AND LINKS TO THE WORK CARRIED OUT

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PROJECT TASK SHARING AND LINKS TO THE WORK CARRIED OUT

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CHILDREN WHO ADD STEM TO VOLUES 2 PROJECT PROJECT PARTNERS CONTACT INFORMATION

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CHILDREN WHO ADD STEM TO VOLUES 2 PROJECT PROJECT PARTNERS CONTACT INFORMATION

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CHILDREN WHO ADD STEM TO VOLUES 2 PROJECT PROJECT PARTNERS CONTACT INFORMATION

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WE ARE WRITING A STORY ABOUT THE VALUE OF "BEING HARD WORKING". MIXED COUNTRY TEAM WORKOUT

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WE ARE WRITING A STORY ABOUT THE VALUE OF "BEING HARD WORKING". MIXED COUNTRY TEAM WORKOUT

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WE ARE WRITING A STORY ABOUT THE VALUE OF "BEING HARD WORKING". MIXED COUNTRY TEAM WORKOUT

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Our New Year Greeting Card Gifting Event Matching

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Our New Year Greeting Card Gifting Event Matching

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Our New Year Greeting Card Gifting Event Matching

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We are writing our joint product poem on the theme of ‘Let's be Thirfty Children

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We are writing our joint product poem on the theme of ‘Let's be Thirfty Children

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We are writing our joint product poem on the theme of ‘Let's be Thirfty Children

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What is Patriotism We Create a Mind Map with the Coggle Web 2.0 Tool

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All project partners worked together on the Love Jar STEM activity, focusing on the value of love, during the webinar.

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Through the Class Dojo program and within the framework of collaborative value, all partners are building our Fortress of Friendship.

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21/02/2026

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We are watching an animated film about the value of being determined

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FIRST TEACHER CHATROOM MEETING 22/09/2025

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FIRST TEACHER CHATROOM MEETING 22/09/2025

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OUR FIRST TEACHER CHATROOM MEETING 22092025

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Pink Modern Feminine Mood Board Photo Collage

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21/02/2026

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06/03/2026

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We are holding our Common Coding Event during Codeweek

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We are holding our Common Coding Event during Codeweek

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OUR PROJECT JUSTIFICATION

STEM education and values ​​education are two educational approaches that have maintained their relevance in the first quarter of the 21st century and are expected to remain so in the coming years1. The factors that have contributed to the prominence of both approaches are different from each other. For example, STEM education stands out with its emphasis on competition between countries (Bybee, 2010a, 2013; White, 2014) and sustainability of economic growth (Bybee, 2010b, 2018; Chesky and Wolfmeyer, 2015; Penprase, 2020). In values ​​education, the emphasis is on preventing undesirable behaviors in students (Johansson et al., 2018; Lovat et al., 2010; Rokeach, 1973; S. H. Schwartz, 1992), the desire of societies to protect their own cultures (E. Brown et al., 2021; Gardner et al., 2003; Thornberg, 2008) and the protection of the environment (Činčera et al., 2020; Haydon, 2004, 2007).

However, even if the reasons are different, it is possible to say that both approaches are simultaneously included in education policies (for STEM, see MEB, 2016, for values, see 2018a; for STEM and values, see USAID, 2018).

There is also a fundamental difference in the applications of the mentioned approaches in formal education. While STEM education can be conducted as a course on its own (Capraro, 2013; Information Resources Management Association, 2015; National Research Council, 2011b, 2011a; Urban and Falvo, 2016), values ​​education is expected to be integrated into other courses or carried out within the scope of the hidden curriculum (Bacanlı, 2017; Hökelekli, 2010, 2013; Pring, 1984; Puroila and Johansson, 2018; Sinclair, 2004; Weber, 1993).

Since values ​​education is carried out in an integrated manner with other courses, it is also normal to expect it to be carried out together with STEM education. However, the number of these applications in the literature is quite low and the studies that include these applications are generally not included in mainstream education research (Hytten and Stemhagen, 2020; Kopp et al., 2016).

Indeed, in widely used STEM education books, (Bybee, 2013) and guidelines (e.g., National Research Council, 2011a) can be given as an example of this situation. Based on this, it is thought that although both approaches are present in education policies, the relatively low interest in the integration of the approaches is remarkable and has some drawbacks2.

Therefore, examining the reasons for this situation may be valuable in terms of STEM education and values ​​education literature. The reason why studies on the integration of STEM education and values ​​education are rare may be that the main factors that are effective in the prominence of both educational approaches are different from each other (see paragraph 1).

Because it has been observed that the institutions that emphasize these factors also have different characteristics from each other3. In this context, it may be useful for the model that will provide the integration of the two approaches to emphasize some kind of common point.

However, it has been observed that the studies in the literature addressing the integration of values ​​with STEM education (e.g. Boyce, 2017; Imaduddin et al., 2020; Kahn, 2015; Kopp et al., 2017, 2016) focus only on the benefits that can be obtained within the framework of “values”. For this reason, it is thought that the existing studies are not capable of emphasizing the stated common point. Therefore, in order for the integration of values ​​with STEM education to become widespread, it may be useful to design this integration in a structure that prioritizes STEM education outcomes.

When it comes to STEM education outcomes, academic success (Gasiewski et al., 2012; Smith and Tyler–Wood, 2020) and STEM attitude (Binns et al., 2016; Ching et al., 2019; Unfried et al., 2015; Xu and Lastrapes, 2021) have been seen to be two of the outcomes that are considered important. In this study, it is claimed that the specified outputs can be improved by integrating values ​​into the process. Because values, is in a reciprocal relationship with emotions (Deonna & Teroni, 2014, 2016; Nelissen et al., 2007) and emotions have the power to positively affect academic achievement (Pekrun et al., 2006, 2011, 2017; Tyng et al., 2017; Valiente et al., 2012) and attitude (Breckler, 1993; Goleman, 2006; Mayer & Geher, 1996). Therefore, using values ​​in a way that activates emotions can improve the academic achievement and STEM attitude observed as a result of STEM education. Therefore, examining the effectiveness of integrating values ​​with STEM education5 on academic achievement and STEM attitude can make a significant contribution to the relevant literature.

Examining the effectiveness of STEM+V education on academic achievement and attitude has various importance for education stakeholders. Because if the mentioned relationship between values ​​and emotional elements is observed in STEM education practices, this situation can increase students' academic achievement and STEM attitudes. In this context, teachers who prepare lesson plans for STEM education can have a new instrument to increase their students' STEM education outcomes.

Similarly, policy makers can find the opportunity to enrich the guidelines and textbooks prepared for STEM education by supporting the preparation of content on the integration of values ​​in STEM education. Therefore, it is thought that knowing the effects of STEM+V education on STEM outcomes is important in terms of student achievement, enriching the techniques that teachers can use in STEM education, and developing the content that policy makers produce or support the production of. It is thought that values ​​integration is important for researchers as well as stakeholders who are at the point of implementation in education.

Because, finding evidence showing that STEM outcomes develop as a result of the integration of values ​​can point to new research areas for STEM education and values ​​education literatures. Therefore, it can be said that examining the integration mentioned is also important for further studies and researchers interested in STEM education or values ​​education.

When the examined subject is considered in the context of values ​​education outcomes, if the integration mentioned increases STEM education outcomes, values It is expected that interest in the integration of values ​​education with STEM education will increase. Therefore, with the spread of similar practices, it may be possible for the expected outcomes from values ​​education to develop and spread. This is the general purpose of doing this project.

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The Value of Planning and Our Hourglass Making STEM Study

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The Value of Planning and Our Hourglass Making STEM Study

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The Value of Being Planned and Clock Making Stem Study

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CHILDREN WHO ADD STEM TO VALUES PROJECT 2 | Türkiye Eğitim Kampüsü

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CHILDREN WHO ADD STEM TO VALUES PROJECT 2 Projemiz, 7-11 yaş arası öğrencilere tutumluluk, vatanseverlik, iş birliği ve dayanışma, çalışkanlık, zaman

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T.C. MİLLÎ EĞİTİM BAKANLIĞI İSTANBUL / BAHÇELİEVLER / Yayla İlkokulu

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CHILDREN WHO ADD STEM TO VALUES PROJECT 2 Projemiz Başladı

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CHILDREN WHO ADD STEM TO VALUES PROJECT 2 Projemiz Başladı

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T.C. MİLLÎ EĞİTİM BAKANLIĞI İSTANBUL / BAHÇELİEVLER / Yayla İlkokulu

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CHILDREN WHO ADD STEM TO VALUES PROJECT 2 Projesi ebook Çalışması Yapıldı

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CHILDREN WHO ADD STEM TO VALUES PROJECT 2 Projesi ebook Çalışması Yapıldı

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T.C. MİLLÎ EĞİTİM BAKANLIĞI İSTANBUL / BAHÇELİEVLER / Yayla İlkokulu

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4 K sınıfı Öğrencilerimiz Web 2 Araçlarından Classdojo Uygulamasını Öğreniyorlar

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4 K sınıfı Öğrencilerimiz Web 2 Araçlarından Classdojo Uygulamasını Öğreniyorlar

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Explore, Create, Develop: STEM Course in All Subjects

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Explore, Create, Develop: STEM Course in All Subjects

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What is Patriotism?" We Create a Mind Map with the Coggle Web 2.0 Tool

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What is Patriotism?" We Create a Mind Map with the Coggle Web 2.0 Tool

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I am introducing a famous person to my class on the subject of "Patriotism

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I am introducing a famous person to my class on the subject of "Patriotism

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We are conducting a STEM study on the value of "Patriotism" and the Catapult

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We are conducting a STEM study on the value of "Patriotism" and the Catapult

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Our Patriotic Heroes Have Messages for You with the Blabberize Web 2.0 Tool

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Our Patriotic Heroes Have Messages for You with the Blabberize Web 2.0 Tool

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Our Patriotic Heroes Have Messages for You with the Blabberize Web 2.0 Tool

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Our Patriotic Heroes Have Messages for You with the Blabberize Web 2.0 Tool

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Our Patriotic Heroes Have Messages for You with the Blabberize Web 2.0 Tool

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Our Patriotic Heroes Have Messages for You with the Blabberize Web 2.0 Tool

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Our Dog and Wolf Fairy Tale Telling Event on Patriotism with Fairy Tale Telling Artist Gülay Ayın

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Our Dog and Wolf Fairy Tale Telling Event on Patriotism with Fairy Tale Telling Artist Gülay Ayın

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Our Outdoor Classroom Day Participation Certificate

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Our Outdoor Classroom Day Participation Certificate

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We Left Our Seed Balls to Nature on November 11th, National Afforestation Mobilization Day

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We Left Our Seed Balls to Nature on November 11th, National Afforestation Mobilization Day

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We adopted a sapling for our sister school as part of the Breath of the Future Project

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We adopted a sapling for our sister school as part of the Breath of the Future Project

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We Left Our Seed Balls to Nature on November 11th, National Afforestation Mobilization Day

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We Left Our Seed Balls to Nature on November 11th, National Afforestation Mobilization Day

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OUR JOINT PRODUCT CREATION FOR NOVEMBER 8, WORLD STEM DAY

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OUR JOINT PRODUCT CREATION FOR NOVEMBER 8, WORLD STEM DAY

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OUR JOINT PRODUCT CREATION FOR NOVEMBER 8, WORLD STEM DAY

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8 November World STEM Day Joint Product Project

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8 November World STEM Day Joint Product Project

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The Value of Being Hardworking and Earthquake-Resistant House Construction Biomimicry Study

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The Value of Being Hardworking and Earthquake-Resistant House Construction Biomimicry Study

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We are preparing a board with proverbs and sayings about the value of diligence

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We are preparing a board with proverbs and sayings about the value of diligence

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We Watch An Animated Movie About The Value of Hard Work

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We Watch An Animated Movie About The Value of Hard Work

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We are making a honeycomb-shaped story cube about the value of diligence.

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We are making a honeycomb-shaped story cube about the value of diligence.

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VISUAL POETRY I am writing visual poetry on the theme of diligence using a Web 2.0 tool.

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VISUAL POETRY I am writing visual poetry on the theme of diligence using a Web 2.0 tool.

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Interview with Educational Coach Hilal Bugan on the Value of Diligence

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Interview with Educational Coach Hilal Bugan on the Value of Diligence

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Interview with Educational Coach Hilal Bugan on the Value of Diligence

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Interview with Educational Coach Hilal Bugan on the Value of Diligence

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We conducted a piggy bank STEM activity related to the value of being thrifty within the scope of Recycling and Upcycling

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We conducted a piggy bank STEM activity related to the value of being thrifty within the scope of Recycling and Upcycling

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We Make Spoons of Abundance with Products Grown in Our Region

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We Make Spoons of Abundance with Products Grown in Our Region

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We Prepare an Informative Brochure with the Value of Being Frugal

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We Prepare an Informative Brochure with the Value of Being Frugal

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We are working on an acrostic poem titled "BEING FRUGAL

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We are working on an acrostic poem titled "BEING FRUGAL

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We are creating a cartoon book with the value of being thrifty

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We are creating a cartoon book with the value of being thrifty

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We are holding a painting competition titled "Being Frugal"

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We are holding a painting competition titled "Being Frugal"

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Our New Year Greeting Card Gifting Event

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Our New Year Greeting Card Gifting Event

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Interview on Sustainability with Our Professor Çelebi KALKAN

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Interview on Sustainability with Our Professor Çelebi KALKAN

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Our students wished each other a Happy New Year during the webinar.

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Our students wished each other a Happy New Year during the webinar.