Examination of postgraduate theses concerning the integration ofinformation and communication technologies to science education

Turkey was examined in graduate thesis on the use of technology in the field of science education in the years 2014-2019 there are two objectives of this research. The first of these aims is to determine research trends in postgraduate theses in which technology is used in science education. The second aim of the study is to analyze the findings of the graduate theses, which are designed with experimental method, in studies that meet the research criteria, and to make inferences about the role and potential of technology in science education. Accordingly, systematic mapping and systematic literature review approaches were followed in this study. The screening was carried out in the National Thesis Center of the Council of Higher Education (CHE) and 234 graduate theses were included in the scope of the research. It was determined that 183 of the examined theses were master's theses and 51 were PhD. Considering the distribution of postgraduate theses by years, it was seen that the most research was conducted in 2018 (28.63%). In the studies, it was found that mostly middle school students (46.69%) constituted the study group; It was determined that the quantitative research method was preferred the most (46.15%) and the least studied method was the qualitative research method (11.11%). It was seen that the most used data collection tool in the studies was the scale (27.98%). It was determined that experimental design was used in 151 of the postgraduate theses examined. In the experimental studies, it was seen that the subject of "Force and Motion" was mostly discussed (12.08%) and web technologies were used (14.75%). In addition, it has been determined that academic achievement is mostly examined as the dependent variable in the studies. It was determined that 115 of the 319 hypotheses put forward in the experimental studies examined were related to academic achievement and 110 of them were supported. After the academic achievement variable, it was determined that the frequency of hypotheses related to attitude, motivation and interest was high. It was determined that 57 hypotheses were put forward about skills such as problem solving, creativity and scientific process skills, and 43 of them were supported. In the light of the findings of the research, suggestions for future studies aiming to examine the use of technology in science education are presented.