The Effects of STEM Education Activities on Fourth Grade Students' Attitudes to Stem, 21st-Century Skills and Mathematics Success

Bircan, Mehmet Akif; Çalışıcı, Hamza

doi:10.15390/eb.2022.10710

Cited by 12 publications

(8 citation statements)

References 9 publications

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“…Therefore, the STEM-based learning environment designed in this study might have contributed to the students' deepening of their knowledge and, thus, their success due to engagement in engineering-based processes. However, unlike the findings of this study, some studies reported that STEM-based learning environments do not significantly affect the achievement variable (Bircan, 2019;Dumanoğlu, 2018;Hiğde & Aktamış, 2022;Nağaç, 2018;Neccar, 2019). Nağaç (2018) reported no statistical difference in achievement between STEM and curriculumbased learning environments at the 6th-grade level.…”

Section: Discussioncontrasting

confidence: 99%

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

Uzun¹,

Şen²

2023

JPR

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The goal of STEM education is to integrate the disciplines of science, technology, engineering, and mathematics in a way that facilitates holistic learning. Students are also supported in developing creative solutions to problems using the STEM approach. Other STEM fields are often linked through engineering and engineering design. Throughout this study, students participated in engineering design-oriented activities that connected STEM disciplines. This study aims to reveal the effect of a learning environment based on the STEM approach in science education on students' academic achievement and motivation. This study used a quasi-experimental, non-equivalent pretest-posttest control group design. Seventhgraders who attended a public middle school in the Aegean Region of Türkiye participated in the study. The research findings showed a significant difference in science achievement between the control group in the curriculum-based learning environment and the experimental group in the STEM-based learning environment. It was found, however, that motivation toward science was not significantly different. The results indicated that the STEM-based learning environment positively affected science achievement.

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Section: Discussioncontrasting

confidence: 99%

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

Uzun¹,

Şen²

2023

JPR

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“…Kavak (2019) concluded that STEM activities improve 21CS such as problem-solving, cooperation, and communication in his study at the 4 th grade level of primary school. Again, in the study conducted with primary school 4th-grade students, it was revealed that STEM activities have a significant effect on 21CS (Bircan, 2019). Congruently, in the meta-analysis study conducted by Batdı et al (2019) on the STEM field, it was emphasized that the majority of the students stated that STEM applications were effective in the development of 21CS.…”

Section: Introductionmentioning

confidence: 98%

İlköğretim Matematik Öğretmen Adaylarının STEM Eğitimine Yönelik Tutumları ile 21. Yüzyıl Becerileri Yeterlilik Algıları Arasındaki İlişkinin İncelenmesi

Temel

2023

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyzes carried out, It has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

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“…In STEM Practices, digital tools are used in material design or obtaining information about the subject. For example, in the research conducted by Bircan (2019), students designed a game with the Scratch program using computers in STEM education activities. On the other hand, in the research conducted by Çimentepe (2019), students watched videos on the interactive board within the scope of STEM education activities.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

Öztop

2023

J. Sci. Learn.

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The purpose of this study was to reveal the effect of digital technology-assisted STEM (Science, technology, engineering, and mathematics) education on academic achievement. To achieve this purpose, experimental studies, including pre-test and post-test, were examined by meta-analysis. The study's data were obtained from 34 studies that met the inclusion criteria due to the searches made in the Databases of the National Thesis Center of the Council of Higher Education, where Turkey's postgraduate theses are located. Effect sizes of 38 comparisons were calculated from these studies. The study calculated effect sizes based on Cohen’s d coefficient. The effect size obtained after the analysis was found to be d=2.582. This finding shows that STEM education assisted by digital technology greatly affects academic achievement. In addition, a significant difference was found between the effect sizes in the study according to the level of education and the subject discipline of academic achievement. This research is expected to contribute to educational practice and future research.

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The Effects of STEM Education Activities on Fourth Grade Students' Attitudes to Stem, 21st-Century Skills and Mathematics Success

Abstract: Bircan'ın Hamza Çalışıcı danışmanlığında yürüttüğü "Stem eğitimi etkinliklerinin ilkokul dördüncü sınıf öğrencilerinin stem'e yönelik tutumlarına, 21. yüzyıl becerilerine ve matematik başarılarına etkisi" başlıklı doktora tezinden üretilmiştir.

Cited by 12 publications

References 9 publications

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

İlköğretim Matematik Öğretmen Adaylarının STEM Eğitimine Yönelik Tutumları ile 21. Yüzyıl Becerileri Yeterlilik Algıları Arasındaki İlişkinin İncelenmesi

A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education

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