摘要：The purpose of this meta-summary study is to determine the preponderance
findings about the contribution of STEM education to the dimensions of the
science curriculum and the learning-teaching process, its limitations and
applicability by bringing together the studies that examine the views of teachers
and students participating on STEM education. For this purpose, 22 research
reports collected according to particular criteria from the literature were included
in this meta-summary study. The frequency effect sizes of the data of the research
reports were calculated and the frequency effect size was reported to be higher
than 15%. As a result of the meta-summary study, 31 expressions were
conceptualized under the themes of (i) the contribution of STEM education to
knowledge, skills and affective dimension, (ii) contribution of STEM education to
Science-Engineering-Technology-Society-Environment context, (iii) contribution
of STEM education to learning-teaching process and (iv) the limitations and the
recommendations on applicability of STEM education. It was determined that the
most important contributions of the STEM education to science curriculum
dimensions were as following; (i) appropriate for physics subjects, (ii) developing
life skills, (iii) attracting the attention of the students, (iv) creating career
awareness and (v) learning by fun.
关键词：STEM education; qualitative finding; meta;summary; science curriculum;
frequency effect size
