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The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework.

The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework. [ABSTRACT FROM AUTHOR]