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Qualitative data collection tools were used in the study. Data were collected using an open-ended questionnaire prepared with open-ended questions used in phenomenology research. The obtained data were analyzed by descriptive analysis method. The results of the analysis of the data showed that teachers experienced some problems during the application, but they saw it as an especially useful application for both themselves and students.  \nThey said that students have similar problems with teachers, but they have contributed to them in many ways. As a result, it can be said that although there are many deficiencies in the implementation of STEM education, it provides positive contributions for science teachers and students. For these applications to be more effective and efficient in the future, studies can be conducted to search and eliminate the shortcomings of the application.  \nKey words: STEM education, STEM applications, science teaching, teacher opinions, student opinions.  \n1. Introduction  \nDevelopments in science and technology that make our lives easier and enable us to live better and help us solve the problems we meet, have an impact on education as well as every field. Therefore, the aims of education have also changed from the past to the present. In the 21st century we live in, the aim of education is to provide individuals with basic skills (reading, writing, arithmetic) as well as high-level skills (critical, creative thinking, critical thinking, problem solving, working in collaboration etc.), for individuals to make their lives healthier and more functional. 21st century skills are the basic skills necessary for individuals to be successful in their school, social, professional, personal, and daily lives (Partnership for 21st century Skills, 2009 [P21]) . Through these skills, individuals gain access to information by knowing how to access information, use the information they reach to solve the problems they meet in their daily lives, perform complex tasks, employ highlevel thinking skills, work in harmony with other individuals, use technology effectively and positively. They become aware of their own competencies, the economic and social events in the world and the society they live in (Anagün, Atalay, Kılıç, & Yaşar, 2016) . The curricula renewed in Turkey include 21st century skills such as entrepreneurship, problem solving, creative thinking, critical thinking, collaboration, self-management. Besides, with the science course, it is aimed that students acquire scientific process skills and raise students as science literate individuals (Kaptan, 1998) . Science literate individuals possess characteristics of people who can understand the nature of science and use the concepts, laws and principles related to science in daily life, understand the relations between science-technology-society, take into account the scientific processes and 21st century skills in solving the problems and making decisions, work in the field of natural sciences and be willing to explore the world and accept that knowledge can change in line with changes in science, and distinguish the benefits and harms of science for human life (Anagün, 2018) .  \nIt is important that the science course curriculum has approaches designed in a way that can highlight various aspects of students during the activities in the science course and relate what they learn to daily life to raise students who are science literate (Demirel, Tuncel, Demirhan, & Demir, 2008) .  \nTherefore, there are innovative approaches in the renewed and updated science curriculum. One of these approaches is STEM education.  \nSTEM can be found under differ","cbCaifBbI2BEf3Gp","https://ap.wps.com/l/cbCaifBbI2BEf3Gp","pdf",617379,15,"English","# Introduction\n## STEM education overview\n## Purpose and related curricula\n## Science course alignment with STEM\n# Abstract and study design","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To reveal the opinions of science teachers and fifth grade students about STEM education and STEM applications.\"},{\"question\":\"How were the research data collected and analyzed?\",\"answer\":\"Qualitative data were collected using an open-ended questionnaire and analyzed with a descriptive analysis method.\"},{\"question\":\"What do teachers and students report about implementing STEM?\",\"answer\":\"Teachers experienced some application problems but considered STEM especially useful for themselves and students. Students have similar problems yet also contribute in many ways.\"}]","STEM Experiences of Science Teachers and Fifth Grade Students | PDF",1792064765,38]