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In this study, it is aimed to develop a valid and reliable learning situation test consisting of context-based questions about the measurement of force and friction within the framework of the science curriculum. For this purpose, the learning outcomes in the curriculum, the contents of the textbooks and the Education Information Network platform were examined in depth. Afterwards, sample questions related to the relevant subject were determined in the national and international exams conducted centrally. Due to the context-based preparation of the questions, context samples were collected from 172 science teachers working in different geographical regions of Turkey in order to ensure context diversity. Expert opinions were taken regarding the questions. The study group consists of 240 secondary school students studying in the fifth grade. After the item analysis, the Context-Based Learning Situations Test (CLST) consisting of 23 questions was obtained. The mean item difficulty of the CLST was calculated as 0.49 and the mean item discrimination was calculated as 0.60. As a result of the reliability study, the KR-20 internal consistency coefficient was found to be 0.86. [ABSTRACT FROM AUTHOR]

STEM has been integrated into science curriculum with recent changes. However, teachers are in need of resources to effectively apply STEM in their classrooms. This study aimed to prepare STEM activities and to find out the students’ opinions about these activities. Case methodology was used. First, 5 activities were developed by the researchers and they were implemented in the classroom over a 4-week period. Then, the students were asked to prepare an activity related to the unit standards to be implemented in class. Semi-structured interview technique was used to obtain the students' views about STEM activities. The students had fun and took an active role during the STEM activities. However, the students had difficulty in adjusting the time during the implementation process. The students wanted similar activities to be implemented in other topics in science lessons. Based on the findings, we suggest that more STEM activities are developed.

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