Evaluating Biology Activities in Science and Art Centers within the STEM Framework: A Qualitative Case Study

This study aims to examine the integrated structure of biology activities implemented in Science and Art Centers (BİLSEM) in terms of their alignment with STEM (Science, Technology, Engineering, and Mathematics) components. Employing a qualitative case study design, semi-structured interviews were conducted with six biology consultant teachers and thirty gifted students across three different BİLSEM institutions. In addition to interview data, activity plans, student products, and observational records were analyzed. The data were evaluated through thematic analysis, and the degree of STEM integration was assessed using a rubric based on Bybee’s model. Findings indicate that science and technology components are prominently featured in the activities, while engineering is represented at a moderate level, and mathematics is often incorporated only superficially. Students demonstrated significant improvements in scientific process skills and exhibited creative problem-solving and prototyping abilities in design-oriented activities. However, their competencies in numerical analysis, data modeling, and statistical reasoning remained underdeveloped. Teachers emphasized that the STEM approach positively influences student motivation, interdisciplinary thinking, and scientific awareness. The results reveal that well-balanced and systematically structured STEM activities effectively support multidimensional learning in gifted students. In this regard, it is recommended that STEM-oriented biology activities be enriched through interdisciplinary collaboration, with a particular focus on more robust integration of the mathematics component.