Çukurova Üniversitesi Eğitim Fakültesi Dergisi 1302-9967 2149-116X Cukurova University 10.14812/cuefd.1736673 Curriculum Development in Education Eğitimde Program Geliştirme Fen Motivasyonunun, Eleştirel Düşünmenin ve Akademik Başarının Artırılması: İlkokul Öğrencileri Üzerinde İş Birlikli Öğrenmeye Dayalı STEM Etkinliklerinin Etkisi Enhancing Science Motivation, Critical Thinking, and Academic Achievement: The Impact of Cooperative Learning-Based STEM Activities on Primary School Students https://orcid.org/0000-0001-8515-4233 Aslan Serkan SÜLEYMAN DEMİREL ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ 04 30 2026 55 1 467 517 07 07 2025 03 03 2026 Copyright © 2000, Cukurova University Faculty of Education Journal 2000 Cukurova University Faculty of Education Journal

Bu araştırma, iş birlikli öğrenme modeline dayalı tasarlanan STEM eğitimi etkinliklerinin ilkokul dördüncü sınıf öğrencilerinin fen bilimlerine yönelik motivasyonları, eleştirel düşünme becerileri ve akademik başarıları üzerindeki etkisini incelemektedir. Teknolojideki hızlı gelişmeler, teknolojik entegrasyona dayalı öğretim yaklaşımlarının ortaya çıkmasına neden olmuş; STEM eğitimi, öğrencilerin analitik düşünme ve problem çözme becerilerini geliştirme potansiyeli sayesinde erken yaşlarda giderek daha fazla önem kazanmıştır. Bu araştırmada, iş birlikli öğrenme modeli ile uygulanan STEM etkinliklerinin etkililiği, yaygın biçimde kullanılan 5E öğretim yaklaşımı temelinde yürütülen etkinliklerle karşılaştırılmaktadır. Araştırmanın amacı, hangi yöntemin öğrencilerin motivasyon, başarı ve eleştirel düşünme düzeylerini daha etkili bir biçimde artırdığını belirlemektir. Çalışma, 2021–2022 eğitim-öğretim yılında Türkiye’nin Akdeniz Bölgesi’nde yer alan iki devlet ilkokulunda öğrenim gören 71 dördüncü sınıf öğrencisi ile ön test-son test kontrol gruplu yarı deneysel desen kullanılarak yürütülmüştür. Veriler, Fen Bilimleri Motivasyon Ölçeği, Eleştirel Düşünme Becerileri Ölçeği ve Akademik Başarı Testi aracılığıyla toplanmıştır. Elde edilen veriler tanımlayıcı istatistikler, t-testi, MANOVA ve MANCOVA analizleriyle değerlendirilmiştir. Bulgular, her iki öğretim stratejisinin de öğrencilerin motivasyonu, eleştirel düşünme becerileri ve akademik başarıları üzerinde olumlu etkiler yarattığını ortaya koymuştur. Ancak, MANCOVA sonuçları, iş birlikli öğrenme unsurlarıyla zenginleştirilmiş STEM etkinliklerinin 5E öğretim modeline kıyasla anlamlı düzeyde daha etkili olduğunu göstermiştir. Bu bulgular, STEM eğitiminde iş birliğine dayalı öğrenmenin pedagojik değerini vurgulamakta ve bu tür yaklaşımların ilkokul öğrencilerinin eğitimsel çıktılarının artırılmasında önemli bir potansiyel taşıdığını ortaya koymaktadır. Bu nedenle, öğretmenlere STEM temelli öğretim süreçlerine iş birlikli öğrenme stratejilerini entegre etmeleri; böylece öğrencilerin derse katılım düzeylerini, akıl yürütme becerilerini ve akademik başarılarını artırmaları önerilmektedir.

This research investigates the impact of STEM education activities developed within the cooperative learning framework on fourth-grade primary school students' motivation towards science, critical thinking skills, and academic achievement. The swift advancements in technology have given rise to instructional approaches grounded in technological integration, with STEM education gaining prominence in the early years due to its capacity to develop students’ analytical thinking and problem-solving skills. The study contrasts the effectiveness of STEM activities implemented through the cooperative learning model with those based on the widely adopted 5E instructional approach. The aim is to determine which method more effectively enhances students’ motivation, achievement, and critical thinking skills. Utilising a quasi-experimental design with pre-test and post-test control groups, the study was conducted with 71 fourth-grade students from two public schools located in Turkey’s Mediterranean region during the 2021–2022 academic year. Data were obtained through the Science Motivation Scale, a Critical Thinking Skills Scale, and an Academic Achievement Test. Analyses were carried out using descriptive statistics, independent samples t-tests, MANOVA, and MANCOVA. The findings demonstrated that both instructional strategies positively affected students’ motivation, critical thinking skills, and academic achievement. Nevertheless, MANCOVA results indicated that STEM activities enriched with cooperative learning components had a significantly greater impact compared to the 5E instructional model. These findings underscore the pedagogical value of collaborative learning in STEM education and highlight the potential of such approaches to enhance primary school students’ educational outcomes. It is therefore recommended that educators integrate cooperative learning strategies into STEM-based instruction to promote higher levels of engagement, reasoning skills, and academic performance.

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