Examination of the relationship between 7th gradestudents' STEM attitudes and their digital literacy,conceptions of learning and teaching and epistemological beliefs

This research was conducted to examine the relationship between secondary school students' STEM attitudes and their dıgıtal lıteracy, conceptıons of learnıng and teachıng and epistemological beliefs. For this purpose, the research was carried out with 7th grade students studying in a public school in the 2020/2021 academic year. Firstly, "STEM Attitude Scale" developed by Guzey, Harwell and Moore and adapted into Turkish by Yılmaz, Koyunkaya, Güler and Guzey was applied to 50 students. By analyzing the results of the scale, score ranges were determined for low, medium and high-level attitudes. Two students from each level were selected and semi-structured interviews were conducted with 6 students in 2 sessions. Multiple case study, which is a qualitative approach, was used in the research. The protocols used during the interviews were prepared by the researcher and his advisor. When the data obtained were examined, it was seen that the students, except for two students, had the epistemological belief that we coded as mixed. However, students' naive and sophisticated beliefs differ in sub-dimensions. While it was seen that the learning-teaching understanding of students with low and medium level STEM attitudes was traditional, it was seen that one of the students with high STEM attitudes had a constructivist learning-teaching understanding. Since it is seen that the digital literacy of students at all levels is at a qualified level, it has been seen that there is no direct relationship between STEM attitudes and students' digital literacy.