Explaining the relationship between gender and STEM achievement ofsecondary school students with constructivist learning environment perceptions and metacognitive awareness

STEM is an educational method that seeks to detect individuals' problems and to find solutions for these problems from preschool to higher education via multidisciplinary approach to by combining the fields of mathematics, science and technology and engineering. There are different viewpoints regarding the definition and practice of STEM education. The STEM approach enables students to see the problems through different lenses by facilitating the achievement of integration in the relevant fields. In this study, causal-comparative research has been employed. The sample of the research consists of three hundred and fifty student who study at the secondary schools in Ergani, a district in Diyarbakır Province. The research data have been collected through the scales of Constructivist Learning Environment Questionnaire (CLEQ) and Metacognitive Awareness Inventory (MAI). What is more, the grades in the school of previous education term have been utilized to observe the achievements in the lectures and to compare genders if available. . Within this scope, the objective of the research is to explain the relationship between secondary students' gender and STEM success with their perception of the constructivist learning environment and their metacognitive awareness. According to the findings that are obtained as the result of the analyses within this framework, it has been identified that gender variable does not have a statistically significant influence on the explanation of the relationship between gender and STEM success according to gender when the constructivist learning environment