A review of studies on stem education focusing on 21st century skills in science education

In the 21st century, changing technology and conditions have paved the way for the development of approaches such as STEM. STEM applications, which are at the forefront of science education, are important in terms of students' 21st century skills acquisition. The aim of this study is to examine studies on STEM education focusing on 21st century skills in science education using a meta-analysis method. Meta-analysis involves statistical analysis by combining independent studies on a specific topic. The sample of this study consists of STEM education-based studies focusing on 21st century skills conducted between 2013-2023 at the science level in Turkey. With this focus, ERIC (Educational Resources Information Center), Web of Science, Scopus, Google Scholar, TÜBİTAK-ULAKBİM and YÖK National Thesis System databases will be searched. The keywords "STEM," "STEM Education," "STEM Education," "STEM Teaching," "Integrated STEM Education," "21st century skills" "science education," "physics education," "chemistry education," "biology education," "environmental education" "STEM," "STEM Education," "STEM Teaching," "Integrated STEM Education" "science education," "physics education," "chemistry education," "biology education," "environmental education" "21st century skills" were used. The studies obtained as a result of the search were evaluated in detail in line with the determined purpose, and 54 studies and 78 data points were included in the meta-analysis. Cohen's d values of the studies were calculated and effect sizes were interpreted. It was found that problem-solving skills and science process skills were examined the most in the studies, and most studies were conducted with 7th grade students. According to the random-effects model of this meta-analysis, the overall effect size value was 1,041. The effect size was at the "large" level. The number of studies investigating the effects of STEM practices on 21st century skills should be increased, and new studies focusing on different skill areas and grade levels should be presented in the literature. Keywords: 21st century skills, meta-analysis, science education, STEM