Özet:

The STEM approach, which aims to use what is learned in the education process in real life, is essential in terms of 21st-century expectations. For this reason, it would be beneficial to organize the education system in this context and raise students’ awareness of STEM fields from an early age. In this direction, it is aimed to examine the effects of mathematics lessons conducted with STEM applications developed in the context of real-life problems and supported by dynamic mathematics learning objects, on students' attitudes towards STEM and to determine student views on the applications. Quantitative and qualitative research methods were used in the study. The study group consisted of 89 7th-grade students studying in two different secondary schools in Bayburt. Attitude scales towards STEM and learning diaries were used as data collection tools. Independent groups t-test and content analysis were used in the data analysis. According to the quantitative results, there was a significant difference in favor of the experimental groups in terms of attitudes toward STEM between the experimental and control groups. Students' views on learning with these applications are generally positive. The students stated that the applications provided easier, faster, and more enjoyable learning, concretized the subject, increased the interest in the lesson, and made connections between real life and school learning. Students stated that the developed learning objects were easy to use, motivating, and provided a fun learning environment and the opportunity for active participation and product creation.

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