Abstract:

In the research conducted in order to study the impact of scientific activities in accordance with the STEM approach applied to pre-school children on the scientific process skills of children, the pre-test final test control group has adopted a semi-experimental pattern. The study included 38 children and teachers, including 20 experiments and 18 control groups, which are ongoing to the maternity of primary schools in the central socio-economic region of Ankara. The children were chosen from different schools so that the experimental and control group did not affect each other. For the purpose of collecting data, the Scientific Process Skills Scale and Demographic Information Collection Form for 60-72 Months Children were used. Children in the experimental group were applied scientific activities in accordance with the STEM approach 1 day a week for 12 weeks by the researcher. With the children in the control group and the research ended after the data was collected, 3 sessions were conducted for ethical reasons. To determine the difference between the pre-test and the final tests applied to the test and control group, the T-test for the independent groups, the T-test for the dependent groups, to determine the difference between the pre-test and the final test of the test and control group. The results of the analysis of the data found that the children in the experiment and control group did not have a significant difference in the scientific process skills in the pre-test points, and that there was a significant difference in the benefit of the experiment group between the last test points. According to these findings, the research has concluded that scientific activities in accordance with the STEM approach conducted in the framework of the research have contributed to the development of the scientific process skills of children in the experiment group. According to the research, it is possible to say that the scientific activities in accordance with the STEM approach have a positive impact on children’s scientific communication and observation skills, especially for predictions and outcomes.

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