Akademik Veri Yönetim Sistemi
EGITIM VE BILIM, cilt.47, sa.211, ss.87-119, 2022 (SSCI)
In the study, the effects of STEM activities applied to primary
school fourth grade students on students' attitudes towards STEM,
21st century skills and mathematics achievement were analyzed.
Sequential exploratory design was used in the research, which was
carried out as a mixed method. In the quantitative part of the
research, time series design, one of the semi-experimental designs,
was used. The study group consists of 34 primary school fourth
grade students. Quantitative data were collected with the STEM
Attitude Scale, the 21st Century Creativity and Renewal Skills
Scale, the Scratch Achievement Test and the Mathematics
Achievement Test. On the other hand, qualitative data were
collected with a Semi-Structured Interview Form. Descriptive
statistics, ANOVA for Repeated Measures, and dependent groups
t-test statistics were used in the analysis of quantitative data.
Qualitative data were analyzed using descriptive and content
analysis techniques and presented in tables. As a result of the
research, it was determined that STEM education has a significant
effect on the attitudes of primary school fourth grade students
towards STEM and their 21st century skills. It has been figured out
that the effect of STEM education on increasing the mathematics
achievement of primary school fourth grade students is not
significant. Students reported that STEM education activities were
fun, useful and instructive. With STEM implementations, students'
attitudes towards science, technology, engineering and
mathematics have changed positively; They stated that 21st
century skills such as communication, cooperation, creativity and
critical thinking have developed.