Abstract:

The aim of this study is to investigate the impact of the science teaching on the attitudes of high school students in Science-Technology-Engineering-Matematics (FeTeMM) according to the guided research-question approach. The work group consists of a total of 40 students, including 20's experiment and 20's control group, who are studying in a rural high school in the educational-educational year 2020-2021 in Sanlıurfa or Eyyübiye district. The study has also used the FeTeMM Attitude Scale as a data collection tool in the study has used a semi-experimental pattern with the last test control group. In comparisons of experimental and control groups, Mann Whitney U-Test took advantage of the Wilcoxon Signed sequence test in comparisons within the groups themselves. Courses in the experimental group are processed according to the research and survey approach, while in the control group according to the 5E model of the structuring approach. According to the findings obtained, there was no statistically meaningful difference between the scores that students of the test and control group received from the last test of the FeteMM Attitude Scale.  Guided research -question approach can be said that the experiment group of the students of the science teaching and the control group of the students of the science teaching according to the 5E approach FeTeMM Attitude Scale does not create a statistical difference between the final test points. The study was carried out during the Covid-19 pandemic process, the possibilities of students to study in a rural high school that was not good, and the failure to do any feat towards FeTeMM could have caused such a finding to appear. Students who are studying in rural high schools need to be provided with the necessary support in order to be able to do the activities aimed at FeTeMM.

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