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.

FATMA ÇİMEN

YURDAGÜL ÖNDER ÖZ