The study aimed to determine the level of planning and organizing the learning and teaching process, one of the special field competencies of pre-service science teachers in online environments in science courses. A qualitative research approach was used in this study, which tried to determine the special field competencies of the 4th-grade pre-service science teachers of Recep Tayyip Erdogan University Faculty of Education who applied for the Teaching Practice courses online during the pandemic process. In this research, the special case method was used. The "Planning and organizing the learning and teaching process" dimension, one of the special field competencies, was examined through lesson observations, and the data was supported through interviews. The data collection process took place over five months between February and June 2021 and was completed by observing 60 hours of six pre-service science teachers working with two different mentor teachers and an average of 50 minutes of interviews with each of them. As a result of the research, teacher candidates mainly were at A0, A1, and A2 in the dimension of organizing learning environments in line with the curriculum in the teaching process, at A1, A0 proficiency level in the sub-dimension of being able to plan the teaching process by the curriculum, and at A1 proficiency level in the sub-dimension of being able to use materials and resources that support the curriculum in the teaching process has been determined.

This study investigated the effect of the STEM activity developed for the 7th grade "Pure Substances and Mixtures" topic on students' attitudes towards STEM. By the research, the simple experimental research method was used as a model. The sample consisted of 63 seventh-grade students in a middle school in the Denizli province. The second author administered the activity developed for this study for six hours. Data were gathered using the Attitude Scale Towards STEM developed by Friday Institute for Educational Innovation (2012), adapted for Turkish by Ozcan and Koca (2018), and analyzed using the SPSS 25.0 program. The data obtained within the scope of the research were evaluated and discussed according to sub-dimensions and total scale scores. It was concluded that the newly developed STEM activity has improved in five sub-dimensions -mathematics, science, engineering and technology, and 21st-century skills- and total attitudes toward STEM. 

The passage from elitist education to mass education during the second half of the 20th century led the actors of the Tunisian educational scene and the mathematicians to ask themselves questions related to the teaching and learning of Mathematics. From the seventies, the ATSM (Tunisian Association of Mathematical Sciences) began to take an interest in a new science called The Didactics of Mathematics through frequent participation in international conferences on mathematics education. Thus, a dynamic was born and developed, little by little, in Tunisia to lead in 1998 to the establishment of a DEA (Diplôme d’Etudes Approfondies) in the Didactics of Mathematics at the ISEFC (Higher Institute of Education and Continuous Training). It is now twenty-four years since then. Therefore, we believe it is crucial to take stock of the achievements made since the first class launch and point out the shortcomings and difficulties accompanying this development. Hence, this paper will expose the conditions in which the training was launched and how it has evolved over the years. We will also describe the specificities of the research carried out by Tunisian students and researchers, the current professional status of graduates in the Didactics of Mathematics, and the influence of Mathematics dialecticians in national and international settings. Finally, of course, we will point out some of our concerns about the survival of this discipline in Tunisia throughout this article.