Bibliometric analysis of the lesson plans created by teachers who participated in a STEM teacher professional development program

STEM education has become a popular approach in education to prepare students for the STEM field. The purpose of this research was to investigate and analyze the effects of a STEM professional development program on STEM integration in lesson planning. The setting consisted of teachers who completed the PD program and participated in all content. The sample consisted of 173 teachers from math, science, and IT disciplines from primary and secondary levels teachers. Teacher-created first and best STEM lesson plans (n = 346) were collected after receiving a long-haul development course. Bibliometric analysis conducted on the corpus was created from the documents. Paired samples t-tests revealed that there wasa statistically significant difference between first and best lesson plans in terms of word groups in lower and higher orderhigher-order thinking skills, instructional strategies, discipline related words related to STEM. Network analysis on the corpus revealed the main components of the STEM cycline, engineering design, scientific inquiry, project- based learning, and problem-based learning are interconnected.