The effect of STEM activities on students’ academic achievement and problem solving skills: Matter and heat unit

Year 2021, Volume: 8 Issue: 3, 480 - 498, 30.12.2021

Müberra Nağaç , Serpil Kalaycı

https://doi.org/10.30900/kafkasegt.964063

Abstract

The aim of this study is to examine the effect of instructional design applications prepared in accordance with the Science, Technology, Engineering and Mathematics (STEM) approach based on the 5E model in the subject of “Matter and Heat” unit on the academic achievement and problem-solving skills of sixth grade students. The research was carried out with a mixed research design. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was used. The study group consists of sixth grade students in a secondary school located in the district center of a metropolitan city in the Mediterranean region. The “Matter and Heat” unit was explained through the STEM education course plan integrated in 5E learning model in the experimental group and through the current course plans as required by the curriculum in the control group. As a data collection tool, the “Matter and Heat Achievement Test” and the “Problem Solving Inventory” were applied to both groups before and after STEM education. In order to support the qualitative dimension of the mixed research, the “Semi-Structured Interview Form” was filled in to get the opinions of the students in the experimental group about STEM education and it was analyzed using descriptive statistics. As a result, it was determined that STEM education did not make a statistical difference in students’ academic performance and problem-solving skills. However, the opinions of the students revealed that STEM education increased student engagement in the course that classes were more fun with STEM education, and that using this education in classes would be better for student learning.

Keywords

STEM, Matter and heat unit, Academic performance, Problem solving inventory

References

• Akgündüz, D. Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M., Öner, T. & Özdemir, S. (2015a). Turkey STEM education report: “Did requirements of today's fashions or do?”. Istanbul Aydın University STEM center and education faculty.
• Akgündüz, D., Ertepınar, H., Ger, M. A., Kaplan Sayı, A. & Türk, Z. (2015b). STEM education workshop report, a comprehensive assessment of Turkey on STEM education. Istanbul Aydın University STEM center and education faculty, 1-16.
• Altun, Y. & Yıldırım, B. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezerî Journal of Science and Engineering, 2(2), 28-40.
• Aslan, F. & Bektaş, O. (2019). Determination of pre-service science teachers’ views regarding STEM applications. MM-International Journal of Educational Sciences, 3(2), 17-50.
• Baran, E., Canbazoglu Bilici, S., Mesutoglu, C. & Ocak, C. (2016). Moving STEM beyond schools: students’ perceptions about an out of school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1), 9-19.
• Borg, W. R. & Gall, M. D. (1989). Educational Research. An Introduction 5th. Edn. New York: Longman.
• Büyüköztürk, Ş. (2016). Experimental patterns and data analysis book. Pegem Publication.
• Bybee, R. W. (2010). What is STEM education? Science, 329, 996. DOİ: 10.1126/science.1194998.
• Ceylan, S. (2014). A study for preparing an instructional design based on science, technology, engineering and mathematics (STEM) approach on the topic of acids and bases at secondary school science course. (Unpublished master’s thesis). Akdeniz University, Insitute of Education Sciences, Antalya.
• Creswell, J. W. (2019). A concise introduction to mixed methods research (Ed.: M. Sözbilir). Pegem Academi Publication
• Çavaş, B., Bulut, Ç., Holbrook, J. & Rannikmae, M. (2013). An engineering-oriented approach to science education: ENGINEER project and its applications. Journal of Science Education, 1(1), 12-22.
• Çorlu, M. A., Adıgüzel, T., Ayar, M. C., Çorlu, M. S. & Özel, S. (2012). Science, technology, engineering and mathematics (STEM) education: Interdisciplinary work and interactions. X. National Science and Mathematics Education Congress. Niğde.
• Dass, P. M. (2015). Teaching STEM effectively with the learning cycle approach. K-12 STEM Education, 1(1), 5-12.
• Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E. & Krysinski, D. (2008). Engagement and achievements: A case study of design-based learning in a science context. Journal of Technology Education. 19(2), 22-39.
• Erdoğan, N., Çorlu, M. S. & Capraro, R. M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation literacy skills? International Online Journal of Educational Sciences, 5(1), 1-9.
• Ergün, A. & Balçın M. D. (2019). The effects of problem-based STEM applications on academic success. The Journal of Limitless Education and Research, 4(1), 40-63. DOI:10.29250/sead.490923
• Fidan, T. & Öztürk, İ. (2015a). Perspectives and expectations of union member and non-union member teachers on teacher unions. Journal of Educational Sciences Research, 5(2), 191-220.
• Fortus, D., Dershimer, R. C., Krajcik, J. S., Marx, R. W. & Mamlok Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110.
• Fraenkel, J. R. Wallen, N. & Hyun, H. H. (2012). How to design and evaluate research in education. 8th Edition, Newyork: McGraw-Hill International Edition.
• Heppner, P. P. & Petersen, C. H. (1982). The development and implications of a personal problem solving inventory. Journal of Counseling Psychology, 29, 66–75.
• Harkema, J., Jadrich, J. & Bruxvoort, C. (2009). Science and engineering: Two models of laboratory investigation. The Science Teacher, 76(9), 27-31.
• Hovardaoğlu, S. (2000). Research techniques for behavioral sciences. Ve-Ga Publication.
• Irkıçatal, Z. (2016). STEM related after school program activities and associated outcomes on students’ success and on their stem perception and interest. (Unpublished master’s thesis). Uludağ University, Insitute of Education Sciences, Bursa.
• Kerlinger, F. N. (1973). Foundations of Behavioral Research. 2nd ed. Holt, Rinehart and Winston.
• Marulcu, İ. & Hobek, K. M. (2014). Teaching Alternate Energy Sources to 8th Grades Students by Engineering Design Method. Middle Eastern and African Journal of Educational Research, 9, 41-58.
• Miaoulis, I. (2009). Engineering the K-12 curriculum for technological innovation [White paper]. Retrieved from http://legacy.mos.org/nctl/docs/MOS_NCTL_White _Paper.pdf.
• Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, Sage.
• Moore, T. J., Stohlmann, M.S., Wang, H. H., Tank, K. M. & Roehrig, G. H. (2013). Implementation and integration of engineering in K-12 STEM education. College Engineering Education Research Magazine. Rotterdam, the Netherlands: Sense Publishers.
• Morrison, J. (2006). Attributes of STEM education: The student, the school, the classroom [Monograph]. Baltimore, MD: Teaching Institute for Excellence in STEM. Retrieved from http://www.psea.org/uploadedFiles/TeachingandLearning/Career_and_Technical _Education/Attributes%20of%20STEM%20Education%20with%20Cover%202 %20.pdf.
• Özdemir, S. (2016). Insights for STEM education. Ankara.
• Parno, Yuliati, L., Munfaridah, N., Ali, M., Rosyidah, F. U. N. & Indrasari, N. (2020). The effect of project based learning-STEM on problem solving skills for students in the topic of electromagnetic induction. Journal of Physics: Conference Series. https://iopscience.iop.org/article/10.1088/1742-6596/1521/2/022025/pdf
• Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd Ed.). Sage Publications.
• Roberts, A. (2012). A justification for STEM education. Technology and engineering teacher. Retrieved from http://www.iteaconnect.org/mbrsonly/Library/TTT/TTTe/04-12roberts.pdf.
• Saçan, E. (2018). Stem-based curriculum proposal and effectiveness for science applications course. (Unpublished master’s thesis). Hacettepe University, Insitute of Education Sciences, Ankara.
• Satchwell, R. & Loepp, F. (2002). Designing and implementing an integrated mathematics, science, and technology curriculum for the middle school. Journal of Industrial Teacher Education, 39(3), 41-66.
• Strong, M. G. (2013). Developing elementary math and science process skills through engineering design instruction. Hofstra University.
• Şahin, N., Şahin, N. H. & Heppner, P. P. (1993). The psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17(4): 379-396.
• Şahin, A. Ayar, M. C. & Adıgüzel, T. (2014). Out-of-school activities involving science, technology, engineering and mathematics and their effects on students. Kuram ve Uygulamada Eğitim Bilimleri. 14(1), 1-26.
• Taşar, M. F. (2003). Teaching history and the nature of science in science teacher education programs. Pamukkale University Journal of Education, 1(13), 30-42.
• Toma, R. B. & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395.
• TUSIAD. (2014). A research on demands and expectations for a workforce trained in STEM (Science, Technology, Engineering and Mathematics). TUSIAD.
• Wendell, K. B. & Lee, H. S. (2010). Elementary students’ learning of materials science practices through instruction based on engineering design tasks. Journal of Science Education and Technology, 19(6), 580-601.
• Yamak, H., Bulut, N. & Dündar, S. (2014). The impact of STEM Activities on 5th grade students’ scientific process skills and their attitudes towards science. GEFAD / GUJGEF 34(2), 249-265.
• Yıldırım B. & Selvi M. (2016). Examination of the effects of STEM education ıntegrated as a part of science, technology, society and environment courses. International Human Science, 13(3), 1-12.
• Zeynelgiller, O. (2006). The effect of the use of models in chemistry subject of science lesson in secondary schools on students’ success. (Unpublished master’s thesis). Celal Bayar University, Institute of Education Sciences, Manisa.