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Papers by Yasemin Taş

Journal of Science Learning

This study investigated the relationships among achievement goals, self-efficacy beliefs, and eng... more This study investigated the relationships among achievement goals, self-efficacy beliefs, and engagement in science during COVID-19. Distance education was launched due to COVID-19, and there is a need to examine these relations in the online science learning context. Participants were 448 students between 5th and 8th graders receiving distance education for eight months. Path analysis indicated mastery-approach goals and particular self-efficacy aspects positively predicted student engagement. Science communication and conceptual understanding have become prominent among self-efficacy aspects, while higher-order cognitive skills were unrelated to student engagement. Also, negative linkages were identified between performance-approach goals, emotional engagement, cognitive engagement, and performance-avoidance goals. The variance explained in the engagement components ranged from 47% to 60%. Some of the participants’ engagement and motivation in science were negatively affected by d...

International Journal of Contemporary Educational Research

This study aims to reveal the need-support profiles of science teachers by using the variables of... more This study aims to reveal the need-support profiles of science teachers by using the variables of teachers’ autonomy support, involvement and structure support as well as the role of the teachers with such profiles in students’ collective engagement. Within the scope of the study, first of all, the observation form developed by Reeve, Jang, Carrell, Jeon, and Barch (2004) was adapted into Turkish and then, 41 science lessons taught by different teachers were observed by using the form during a class hour. Descriptive statistics, cluster analysis and independent samples t-test were performed using IBM SPSS Statistics 20 to analyse the variables of the study. The cluster analysis showed that teachers in most classes (n= 35) were highly need-supportive, while a few teachers (n= 6) were moderately need-supportive. The independent samples t-test analysis demonstrated that the collective engagement of the students in the classrooms where the teachers were highly need-supportive was more t...

International Journal of Technology and Design Education

The purpose of the study was to investigate relationships among 7th grade students’ personal goal... more The purpose of the study was to investigate relationships among 7th grade students’ personal goal orientations, perceptions of classroom goal structure, and learning related variables of efficacy, self-handicapping strategies, cheating behavior, and science achievement. This study was carried out during 2006-2007 spring semester at 12 public elementary schools in Keçiören, Ankara. A total of 1950 seventh grade students from 62 classrooms participated in the study. Data were collected through Patterns of Adaptive Learning Scales and Science Achievement Test. Hierarchical Linear Modeling (HLM) analyses were conducted due to the nested structure of data. Results revealed that students who demonstrated high efficacy, high science achievement, low cheating behavior, and low self-handicapping strategies, which were all adaptive learning patterns, had higher mastery goal orientations. Findings regarding performance-approach goal oriented students, focusing on demonstrating their ability, h...

This study investigated Grade 7 students’ Science and Technology homework self-regulation in rela... more This study investigated Grade 7 students’ Science and Technology homework self-regulation in relation to science achievement and teachers’ homework practices. This was a nationwide study; 8318 seventh grade students and 344 Science and Technology teachers in Turkey participated. Participating students completed Student Homework Scale and Science Achievement Test while their Science and Technology teachers responded to the items in Teacher Homework Scale. Hierarchical Linear Modeling (HLM) analyses were conducted due to the nested structure of data. Results revealed that controlling for students’ prior-achievement and gender, students’ perceptions of homework quality and feedback provided on homework predicted students’ homework self-regulation (i.e., goal orientations in homework, homework procrastination, and homework strategy use) and science achievement. Moreover, pursuing high levels of mastery and low levels of work-avoidance goals, having low tendency to procrastinate homework...

Journal of Turkish Science Education, Jul 15, 2016

This study investigated low socioeconomic status middle school students' STEM career inte... more This study investigated low socioeconomic status middle school students' STEM career interest (in areas of physical science, life science, technology, engineering, and mathematics) in relation to demographic variables of gender and grade level and also attitudes towards STEM areas (science, math, engineering, and 21st century skills). The sample of the study consisted of 263 sixth, seventh, and eighth grade students attending one of five middle schools located in the rural areas of a city in the northeast region of Turkey. Analysis results showed that students had positive feelings in having a STEM career and these perceptions did not differ in terms of gender and grade level. Moreover, students' STEM career interest was high for both males and females. Among three grade levels, there was no significant difference in terms of STEM career interest, except for life science. Besides, canonical correlation analysis showed that students' career interest in STEM was positively related to students' attitudes towards STEM fields. Turkish low socioeconomic status middle school students have limited information about STEM career options and they should be given sufficient guidance about STEM occupations during middle school years. Additionally, we suggest investigating the ways of enhancing students' STEM career interest in further studies.

• Introduction • Methodology o Sample o Instruments • Results • Discussion • References

Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2014

The present study examined eight grade Turkish students’ academic expectations in relation to gen... more The present study examined eight grade Turkish students’ academic expectations in relation to gender, home educational resources, family involvement, and motivational beliefs of self-efficacy and task value in science. Six thousand three hundred and thirty one students who participated in TIMSS 2011 consisted of the sample of the study. Logistic regression analyses results revealed that girls hold higher levels of expectations to attain university education than boys. Home educational resources, family involvement, and self-efficacy in science emerged as significant and positive predictors of students’ academic expectations, as well. Some suggestions were provided for science teachers to promote their students’ self-efficacy beliefs and for parents to improve their involvement in schooling.

International Journal of Research in Education and Science, 2019

In this study, we aimed to investigate prospective science teachers’ development of self-efficacy... more In this study, we aimed to investigate prospective science teachers’ development of self-efficacy beliefs for teaching during Teaching Practice Course. Besides regular implementations such as teaching practice in real classrooms and mentoring, a Teaching Practice Course enriched with microteaching supported by video-cases was designed. The participants include four female senior prospective science teachers from an eastern state university in Turkey. In this case study, the data were collected through pre- and post-questionnaires. The findings mainly indicated that prospective teachers’ self-efficacy levels were generally high both before and after the course without any decrease. Furthermore, the participants benefited from the teaching practice and micro teaching with video-cases, and made good use of observing their mentor and the other interns as well as getting feedback. Their physiological and emotional state was also improved. The implications of the findings are discussed

The International Journal of Progressive Education, 2017

Mass assessment of large samples' nature of science views has been one of the core concerns i... more Mass assessment of large samples' nature of science views has been one of the core concerns in science education research. Due to impracticality of using open-ended questionnaires or conducting interviews with large groups, another line of research has been required for mass assessment of pupils' nature of science conception meaningfully. Considering these issues, Chen et al. (2013) developed the questionnaire titled Students’ Ideas about Nature of Science (SINOS) to evaluate young students’ NoS views. This study targeted to translate and adapt SINOS into Turkish with the aim of measuring Turkish middle-school students' nature of science (NoS) views. Analysis results presented confirmation for the reliability and validity of Turkish version of the questionnaire with seven-factor structure as similar to the original questionnaire. The study concluded with recommendations for use of SINOS in Turkish context in order to improve NoS perspectives in national science curriculum.

Turkish Online Journal of Distance Education, 2021

This study investigated teaching self-efficacy beliefs and opinions about distance education of t... more This study investigated teaching self-efficacy beliefs and opinions about distance education of teachers in Turkey who switched to distance education during the COVID-19 pandemic. 758 teachers from Turkey completed an online questionnaire comprising demographic information questions, likert type scale items on self-efficacy for distance education, closed-ended questions addressing teachers' opinions about distance education, and an open-ended question enabling teachers express their experiences with distance education. Data analysis included descriptive statistics, independent samples t-tests, and content analysis. The analysis showed that teachers' beliefs in their own abilities in fulfilling the requirements of distance education, such as organizing effective learning environments and preparing different evaluation activities were not at a high level. The education they received, the active use of technology before the pandemic period and the type of school they work in have effects on teachers' self-efficacy towards distance education. The low number of students attending the live classes negatively affected their motivation. Furthermore, teachers thought that current instructional materials on the platform were not sufficient for students to be successful. However, teachers believed that their experiences in distance education during the pandemic increased their efficiency in education. Most participants received sufficient support from the school administration, but not from parents during this period. Students' lack of computers and/or internet and systemic errors were among the main problems encountered by the teachers regarding the distance education system. In the study, suggestions were made to make distance education more effective.

Mediterranean Journal of Educational Research, 2018

This study investigated predictive effect of middle school students’ perceptions of constructivis... more This study investigated predictive effect of middle school students’ perceptions of constructivist science learning environment on their self-efficacy towards learning science. 663 seventh grade students from 15 public schools in Erzurum participated in the study. Self-report questionnaires were used to collect data in spring semester of 2016-2017 academic year. Multiple linear regression analysis showed that all perceived constructivist science learning environment features (i.e., personal relevance, uncertainity, critical voice, shared control, and student negotiation) statistically significantly and positively predict students’ efficacy beliefs in science. Students’ constructivist learning environment perceptions accounted for 56.5% of the variance in their self-efficacy beliefs. These findings indicated that when students take active role in their learning, given opportunities for freely asking questions, participate in class discussions and share their knowledge with classmates, they are more likely to have higher confidence for learning science.

Anadolu Öğretmen Dergisi, 2019

Bu çalışmada öğretmen adaylarının bilimsel süreç becerilerini geliştirmeye yönelik sorgulamaya da... more Bu çalışmada öğretmen adaylarının bilimsel süreç becerilerini geliştirmeye yönelik sorgulamaya dayalı fen laboratuvarı etkinlikleri sunulacaktır. Çalışma iki etkinlik içermektedir: Etkinlik 1 sıvılarda kütle-yoğunluk ilişkisiyle, Etkinlik 2 ise düzgün geometrik şekli olmayan bir katının yoğunluğunu bulma ile ilgilidir. Etkinliklerin bilimsel süreç becerileri kazandırılması yönünde öğretim elemanlarına, öğretmenlere ve araştırmacılara faydalı olacağı düşünülmektedir.

Journal of Education in Science, Environment and Health, 2016

The goal of this study was to describe Turkish mathematics and science teachers' use of computer ... more The goal of this study was to describe Turkish mathematics and science teachers' use of computer in their classroom instruction by utilizing TIMSS 2011 data. Analyses results revealed that teachers most frequently used computers for preparation purpose and least frequently used computers for administration. There was no difference in teachers' technology usage ways in regard to gender. Although teachers had ready access to computer staff in their schools for technical problems and received adequate support for integrating computers in their teaching activities, teachers used computer software rarely as basis for instruction. Textbook was the most commonly used resource as the basis for instruction. In 69.6% of the mathematics classes and in 41.5% of the science classes, students had computer(s) available to use during lessons and in computer available classes, computers were generally connected to internet. Students rarely engaged in computer activities, such as exploring principles and concepts, practicing skills and procedures, looking up ideas and information, doing experiments, processing and analyzing data. Suggestions were made in order to improve technology usage in mathematics and science instruction.

İlköğretim Online, 2017

In this study, it was aimed to adapt the Awareness of Independent Learning Inventory to Turkish. ... more In this study, it was aimed to adapt the Awareness of Independent Learning Inventory to Turkish. The inventory measures university students' metacognitive knowledge, metacognitive skills, and metacognitive attitude levels. The validity and reliability of the Turkish version of the scale were investigated through three different studies. The first study was conducted with participation of 25, the second with 291, and the third with 303 pre-service teachers. In the adaptation process, language experts were brought in to judge the linguistic validity of the inventory. Confirmatory factor analyses were conducted on the data and according to the fit indices, the proposed three-factor structure was found to be consistent with the data set. Cronbach Alpha coefficients for the dimensions of the scale were found as 0.81 for the metacognitive knowledge dimension (13 items), 0.85 for the metacognitive skills dimension (13 items), and 0.79 for the metacognitive attitudes dimension (10 items). According to the findings of the study, it can be claimed that the Turkish version of the AILI, BÖFE (Bağımsız Öğrenme Farkındalığı Envanteri) is a valid and reliable measure to assess university students' metacognition.

Hrvatski Casopis Za Odgoj I Obrazovanje, Sep 25, 2012

The purpose of this paper is threefold. Firstly, self-regulated learning is described from the so... more The purpose of this paper is threefold. Firstly, self-regulated learning is described from the social cognitive perspective and why self-regulated learning should be targeted in schools is discussed. Secondly, problem-based learning is proposed to facilitate selfregulated learning. Literature on the effects of problem-based learning on students' self-regulated learning in K-12 science classes is reviewed. An empirical base for how particular aspects of problem-based learning can improve students' self-regulated learning is provided. Finally, based on the reviewed literature, limitations in the specified research area are addressed and some recommendations for further research are offered.

International Journal of Science and Mathematics Education, 2014

The aim of this study was to develop and validate Science Homework Scale (SHS) which assesses mid... more The aim of this study was to develop and validate Science Homework Scale (SHS) which assesses middle-school (grades 6-8) students' perceptions of teachers' homework practices and homework self-regulation in science. Students' perceptions of teachers' homework practices included homework quality and feedback on homework while students' homework self-regulation consisted of homework goal orientations (i.e. mastery, performance, and work-avoidance), homework strategy use (i.e. deep learning and management), and homework procrastination; 3 studies were conducted with 7thgrade Turkish students. In study 1 (n = 618), the data were analyzed through exploratory factor analyses. In study 2 (n = 758), in order to test the hypothesized factor structure, the data were subjected to confirmatory factor analyses (CFAs). Goodness-of-fit indices indicated good model fit and Cronbach alpha reliabilities of subscales ranged from 0.77 to 0.96. Additionally, multi-group CFAs supported factorial invariance of SHS across boys and girls. In the 3rd study (n = 8318), CFA results supported 8-factor structure. Next, a homework model which suggested relationships among students' perceptions of teachers' homework practices, homework self-regulation, and achievement was proposed. Hierarchical linear modeling (HLM) analyses results revealed that students' perceptions of homework quality and feedback on homework were associated with homework selfregulation components which in turn related to science achievement.

Research in Education, 2014

This study investigates Turkish middle school science teachers' homework practices, the value... more This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework either once a week or at the end of every class. Problem solving and doing research on a topic were the most commonly assigned homework types, while making summaries and memorizing information/formulas were the least preferred homework types. Teachers gave homework for a variety of reasons including knowledge acquisition, skill development and informing parents about child's progress. Structural equation modelling revealed that teachers were more likely to place value on homework if class size was small; teachers who placed value on homework were more likely to communicate with parents about homework and communication with paren...

Research in Science & Technological Education, 2013

ABSTRACT Background There are attempts to integrate learning environment research with motivation... more ABSTRACT Background There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance.PurposeThis study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement.SampleThe sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey.Design and methodsStudents were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined.ResultsAt least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant.Conclusions In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.

The Journal of Experimental Education, 2010

The authors conducted a correlational study to investigate the relations among seventh-grade Turk... more The authors conducted a correlational study to investigate the relations among seventh-grade Turkish students' cheating behavior, academic self-efficacy beliefs, usage of self-handicapping strategies, personal goal orientations, and classroom goal structures specific to the ...

Journal of Science Learning

International Journal of Contemporary Educational Research

International Journal of Technology and Design Education

Journal of Turkish Science Education, Jul 15, 2016

• Introduction • Methodology o Sample o Instruments • Results • Discussion • References

Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2014

International Journal of Research in Education and Science, 2019

The International Journal of Progressive Education, 2017

Turkish Online Journal of Distance Education, 2021

Mediterranean Journal of Educational Research, 2018

Anadolu Öğretmen Dergisi, 2019

Journal of Education in Science, Environment and Health, 2016

İlköğretim Online, 2017

Hrvatski Casopis Za Odgoj I Obrazovanje, Sep 25, 2012

International Journal of Science and Mathematics Education, 2014

Research in Education, 2014

Research in Science & Technological Education, 2013

The Journal of Experimental Education, 2010

The purpose of this study is to examine how middle school students' perceptions of the constructi... more The purpose of this study is to examine how middle school students' perceptions of the constructivist
learning environment in science class predict students’ critical thinking dispositions Totally, 165 middle
school students in Erzurum participated in the study. Quantitative research design and correlational
research method were utilized. To collect data UF/EMI Critical Thinking Disposition Instrument and
Constructivist Learning Environment Scale were used. According to the results of multiple linear regression
analysis, personal relevance, critical voice, and shared control were found to be statistically significantly
and positively related to participation, one of the subscales of critical thinking dispositions. Besides,
personal relevance, critical voice, and student negotiation statistically significantly and positively predicted
cognitive maturity subscale of critical think disposition. Finally, personal relevance, uncertainty, and critical
voice statistically significantly and positively predicted innovativeness. Critical voice was found to be the
best predictor among constructivist learning environment features. The explained variance in critical
thinking dispositions ranged from 61% to 75%.

This study aimed to investigate the relationship between students’ perceptions of science learnin... more This study aimed to investigate the relationship between students’ perceptions of science learning
environment and their basic psychological needs in science learning. The perceived science learning
environment included teachers’ autonomy support and classmates’ support while basic psychological
needs comprised of relatedness, autonomy, and competence. According to self-determination theory,
meeting individuals’ psychological needs is important for healthy development of individuals and it is
expected that learning environments in which students are supported by their teachers and peers
contributes satisfaction of these needs (Deci & Ryan, 2000). The data of the study were collected through
students’ self-report surveys. The participants consisted of 1018 middle school students (33.8% sixth
grade, 36.4% seventh grade, and 29.8% eight grade) who enrolled in one of 9 selected middle schools
located in Erzurum, one of the largest cities in eastern part of Turkey. 52% of the participants were boys
and 48% of them were girls. The average science achievement score from previous year was 4.37 (SD=
0.78) over 5. Three separate hierarchical regression analyses were conducted with each basic psychological
need dependent variable. In the first step of the analysis, gender and prior science achievement were
included in the model in order to control for their effects Afterwards, in the second step, teachers’
autonomy support and classmates’ support were included Results showed that, both teachers’ autonomy
support and classmates’ support statistically significantly and positively predict all basic psychological
needs components (i e , relatedness, autonomy, and competence) Teachers’ autonomy support emerged
as a better predictor of basic psychological needs than classmates’ support The explained variance in the
basic psychological needs components ranged from 33.4% to 40.8%. Based on the findings of the study,
students’ seem to feel more autonomous, related, and competent in science learning environment where
science teacher provides students choices and classmates treat them nicely.

This study had two main purposes: (1) to investigate to what extent students perceive their scien... more This study had two main purposes: (1) to investigate to what extent students perceive their science
teacher as supportive and determine the level of students’ motivation toward and engagement in science
and (2) to examine the relationship among teacher support, students’ motivation, and student
engagement in science. Student motivation was considered as task-value and academic self-concept while
student engagement included aspects of agentic, behavioral, emotional, and cognitive engagement. In the
study, survey method was used and the data were collected though previously validated self-report
questionnaires. Valid data were obtained from 1006 students from grade 6 (35%), 7 (34%), and 8 (%31),
who enrolled in one of 9 public middle schools located in Erzurum. 48% of the participants were girls and
52% were boy. The average age of the students was 12.75 (SD= 1.01). With the purpose of examining the
levels of teacher support, student motivation, and student engagement, descriptive statistics were
conducted. Participants reported high levels of science teacher support (M= 4.69 over 6, SD= 1.25).
Moreover, students reported high levels of motivation (mean for self-concept was 4.17 over 5 and mean
for task-value was 5.89 over 7) and engagement (means for sub-scales ranged from 2.89 to 3.41 over 4). In
order to examine the relationships among aforementioned variables, a path analysis using LISREL 8.80
programme was conducted. Analysis results showed that teacher support statistically significantly and
positively predicted task-value and academic self-concept. Furthermore, students’ who reported high
levels of task-value and academic self-concept showed higher levels in all engagement aspects (i.e.,
agentic, behavioral, emotional, and cognitive). Accordingly, it is important for science teachers to listen
students, behave fairly, and help student to solve their problems in order to motivate their students’
science learning and increase their engagement in science class.

This study aimed to validate Students' Ideas about Nature of Science questionnaire into Turkish t... more This study aimed to validate Students' Ideas about Nature of Science questionnaire into Turkish to assess middle school students' nature of science views. A total of 380 students from fifth to eighth grade in 4 cities in northeastern region of Turkey participated in the study. This study was conducted in 2 steps. In the first step, in order to investigate 7-factor structure of SINOS in Turkish context, confirmatory factor analysis was conducted. In the second step, in order to investigate how SINOS factors were related to attitudes towards science and value given to science, two hierarchical regression analyses were performed. The confirmatory factor analysis resulted in seven-factor structure for Turkish version of SINOS as similar to the original questionnaire. Hierarchical regression analyses revealed that after controlling for the influence of previous achievement and gender, theory-ladenness and science for girls were positive predictors while durability was a negative predictor of attitudes towards science. This means that NoS dimensions measured by SINOS are related to the attitudes toward science to some extent. Moreover, theory-ladenness, tentativeness, and science for girls positively and significantly predicted value given to science after controlling for the influence of previous achievement and gender. Results were discussed.

STEM (Science, Technology, Engineering, and Mathematics) education has become an important issue ... more STEM (Science, Technology, Engineering, and Mathematics) education has become an important issue and enhancing students' STEM learning has been focused by researchers (McMahon & Showers, 2011). In their study with Turkish students, Korkut-Owen, Kelecioglu, and Owen (2014) found that high school graduates' choices in physical science has declined from year from 2002 to 2012 while their choices of engineering was stable through these years. According to Sadler, Sonnert, Hazari, and Tai (2012), at high school, students' interest toward STEM careers are stable. Furthermore, students' interest level is highly related to their choosing a major in STEM fields at college. Therefore, Sadler et al. emphasized the importance of pre-high school activities for students' future career choices. By considering this issue, the role of elementary and middle schools in students' career interest and career choices can be considered critical. In order to prepare our students for 21st century conditions, we need to equip them with required STEM skills. Teachers are one of the important factors in students learning outcome. Therefore, elementary teachers are expected to have positive attitude and efficacy for STEM teaching to encourage students to have positive attitudes towards STEM fields. To determine Turkish elementary teachers' attitude toward STEM, the present study aims to translate and adopt Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey into Turkish. T-STEM survey was developed by Friday Institute for Educational Innovation (2012). In this study, we will gather data from elementary school teachers working in different cities of Turkey. Confirmatory factor analysis will be conducted in order to investigate factor structure and reliability analysis will be run to examine internal consistencies of subscales. This study will provide a measure for assessing teachers' teaching efficacy and attitude toward STEM and help to figure out Turkish elementary teachers' STEM teaching profile.

One of the underrepresented groups in STEM fields is socioeconomically disadvantaged individuals ... more One of the underrepresented groups in STEM fields is socioeconomically disadvantaged individuals (Shaw & Barbuti, 2010). For example, Leslie, McClure, and Oaxaca (1998) suggest that parents' education and income level are significant predictors of students' college selection, especially for technical fields. The Royal Society (2008) indicated that the majority of people who study science, specifically physical science, at universities are those who come from high socioeconomic status (SES) groups. Actually, students' socioeconomic backgrounds' effects have been seen in early ages. International studies like TIMSS suggest that home background is a significant predictor of both science and math achievement (Gustafsson, Hansen, & Rosén, 2011). STEM education for low socio economic groups is important since it would expand individuals' not only economic opportunities, but also social opportunities (MacPhee, Farro, & Canetto, 2013). Moreover, pre-high school experiences are important for students' career choice in the future (Sadler, Sonnert, Hazari, & Tai, 2012). Therefore, the present study aims to investigate low socioeconomic middle school students' STEM career interest (in areas of physical science, life science, technology, engineering, and mathematics) in relation to demographic variables of gender and grade level, and attitudes towards STEM areas. The sample of the study consisted of 263 sixth, seventh, and eighth grade students attending one of five middle schools located in the rural areas of a city in the northeast region of Turkey. Results showed that students had positive feelings in having a STEM career and these perceptions did not differ in terms of gender and grade level. Moreover, students' STEM career interest was high for both boys and girls. Among three grade levels, there was no significant difference in terms of STEM career interest, except for life science. Additionally, canonical correlation analysis showed that students' career interest in STEM was positively related to students' attitudes towards STEM fields.