Özet:

The aim of the study was to investigate the effects of problem-based STEM activities on middle school 7th grade students’ learning climate. The sample of the study which was performed in 2017-2018 academic consisted of 81 seventh-grade students enrolled in a secondary school in Erzurum. In the study, parallel mixed method was used. “Learning Climate Scale” was used in the study as a quantitative data tool. In addition, in order to examine the effect of STEM activities on learning climate, semi-structured open-ended question forms and student experience diaries were used. The quantitative data were analyzed using one-way ANOVA while the qualitative data were analyzed via content analysis. In the content analysis, categories and codes were formed. A statistically significant difference in learning climate was found in favor of the group in which problem-based STEM activities were used. The results of the analysis of qualitative data indicated that problem-based STEM activities had positive effects on students’ feeling, thinking, and behavior. As a result, suggestions which would help create positive learning environment were presented.  

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