An investigation into the STEM education research in Turkey and a new STEM education model proposal

The implementation of STEM education requires a paradigm shift in the teaching processes and the curriculum should be designed accordingly. The number of scientific studies on STEM education in Turkey has increased relatively in the last five years. The main problem of this study is to determine the positive and negative aspects of the STEM education models being implemented in Turkey and to bring a new model proposal framework based on the literature. Examining STEM education with "structural", "political", "human resources" and "symbolic" frameworks in the Four Frame Model for STEM education helps school administrators to make a difference in STEM education, to increase participation in STEM education, to develop teachers who play a key role in STEM education, and to create a STEM culture at school. Approaching STEM Education from a leadership perspective will also guide education leaders. This study was designed as a qualitative research. Master's and doctoral theses, research articles, and research reports about STEM between 2000-2022 within the scope of STEM education in Turkey are the population of this study. Following an examination of the literature, I accessed a total of 408 studies, including 59 doctoral theses, 181 master's theses, and 166 research articles, and 2 research reports. In this research, the data were obtained by document analysis method. In this research, the obtained data were analyzed through content analysis. Based on the results, the positive aspects (strong points) of STEM Education in Turkey were as follows: developing problem solving and critical thinking skills, raising awareness of STEM principles, the opportunity to learn by doing and experiencing, the ability to think interdisciplinary and creating a culture of cooperation. On the other hand, the lack of STEM knowledge of teachers, the lack of STEM equipment and high costs, the lack of materials for STEM activities, the lack of STEM infrastructure in educational organizations, the problem of time management and course duration in STEM activities were found as the negative aspects (weak points) of STEM Education in Turkey. The research was concluded with the STEM Education Model and suggestions for future research according to the Four Frame Leadership Model in Turkey.