The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.

Recent reports call for reformed education policies in Turkey in accordance with the need to develop students' knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of-school STEM education program for 6th grade students who come from disadvantaged areas in a large urban city in Turkey. The study investigated students' perceptions about the STEM activities implemented in the program. Forty 6th grade students (15 female) studying in public schools participated in the study. The data source used in this study was the activity evaluation forms completed by the students at the end of each activity. The evaluation forms were qualitatively analyzed to identify students' perceptions on the content and skills gained, the challenges and limitations faced and suggestions for improvement. The results present recommendations on the implementation of integrated out-of-school STEM education programs.

There is an increasing awareness of out-of-school program value in enhancing student interest and understanding of science, technology, engineering, and mathematics (STEM). This study examined the impact of an out-of-school STEM education program on student attitudes toward STEM disciplines and STEM careers. A STEM education program implemented at a public research university was designed to integrate STEM disciplines with hands-on problem-based activities. Design features included authentic learning contexts, engineering design processes, and content integration. Data sources included an attitude survey and interviews conducted with forty sixth grade middle school student participants. The analysis revealed significant differences between pre and posttests on student attitudes toward personal and social implications of STEM, science and engineering learning, and their relationship to STEM. Findings showed that the program contributed to students' developing interest in STEM fields, and helped them make connections between schoolwork and daily lives. Recommendations for future research on out-of-school STEM education programs were discussed. K E Y W O R D Sattitudes, mixed methods, out-of-school, STEM careers, STEM education 224 | BARAN et Al.

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Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to design digital media artifacts using a variety of technological tools. Purpose of the Study:This study investigates the impact of science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students' attitudes toward science and technology classes, as well as their views about these design processes in after-school science activities. In addition, it demonstrates the opinions of the classroom teacher regarding the integration of media design processes in science classes.Method: Using an action research design, 21 secondary students from a public school participated in this 14-week study. The quantitative data that was collected from the student attitude survey for science and technology classes was analyzed using the Wilcoxon signed-rank test, * Corresponding author: Dr., Eskisehir Osmangazi University, karahan@umn.edu ** Dr. Aksaray University, sedefcanbazoglu@gmail.com *** Science Teacher, Ciftlik Middle School, aycinunal@gmail.com 222 Engin Karahan, Sedef Canbazoglu-Bilici, Aycin Unal while the qualitative data (student artifacts, PSA forms, semi-structured interviews, and field notes) was analyzed through open coding and thematic analysis respectively. Findings and Results:The findings indicated that STEM-integrated media design processes positively impacted the participating students' attitudes toward science and media design activities. In addition, students were more motivated and engaged in the media design processes, which improved their learning of science content and participation in class discussions. Conclusion and Recommendations:The literature in STEM education calls for new curricular activities and teaching practices as well as the integration of art in STEM. In addition, the visual technology industry in this century creates a job market for the STEM-literate people who are able to apply their knowledge of STEM fields in visual technologies and art. In response to these demands, the positive outcomes of media design processes used in this study offer an encouraging premise in meeting the objectives of STEM education.