Analyze of effect of stem education on self regulation, motivation towards science and epistomological belief in highly gifted and witted students

The purpose of this study was to determine whether STEM education in gifted and talented students studying at the Science and Art Center located in a medium-sized province of Eastern Anatolia influences self-regulation, motivation for science teaching, and epistemological beliefs. Mixed research design has been used in the collection of research data. The study's study group consisted of 20 students at the 5th and 6th grade level who had gifted talent. Self-Regulatory Learning Strategies Scale (ESPS), Epistemological Beliefs Questionnaire and Motivational Scale for Science Learning were applied to students before the events started. Reflective diaries were filled in after each event and individual interviews were held after all events were over. Analysis of the data was analyzed in the SPSS package program. In the analysis of the qualitative data, the interviews were transferred to the computer environment and the codes and categories were determined by analyzing the necessary content. The results of the study showed that there was a significant difference between the self-regulatory learning strategies, the epistemological beliefs questionnaire, and the pre-test-post test scores of the Motivation Scale for Science Learning. Positive changes were observed in the attitudes of the students towards self-confidence, motivation and science courses of education with the results obtained from interviews and diaries. Suggestions for the field works related to other works to be done by way of all the results obtained are presented.