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.

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