Thesis Type: Postgraduate
Institution Of The Thesis: Bursa Uludağ University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: Aysel Dallı
Supervisor: YETER ŞİMŞEKLİAbstract:
In this research, it is aimed to prepare a teaching plan sample with STEM approach on substance cycles and environmental problems and to examine the effect of this teaching plan on students' scientific attitudes, scientific creativity, STEM career-interest, STEM attitudes and academic achievement levels. In the research, a quasi-experimental model with pre-test and post-test control groups was used. The sample of the study consisted of 24 students in Gazi Mustafa Kemal Secondary School in the Central district of Düzce. The research was carried out with two different classes consisting of 8th grade students. One of the classes was determined as the experimental group and the other as the control group. In the research, an example of a teaching plan with STEM approach on Substance Cycles and Environmental Problems was applied in the experimental group, and the suggested method in the curriculum was applied in the control group. The research was completed in seven weeks. Pre-test and viii post-test were applied before and after the study to collect the data. Multiple choice, open ended and likert type questions were used in these tests. SPSS 20.0 package program was used for data analysis. As a result of the analysis, it was observed that there was a statistically significant difference in the scientific attitudes, scientific creativity, STEM career-interest, STEM attitudes and academic achievement of the between students who are exposed to STEM approach based education plan and the control group students (p <0,05). In addition, the experimental group students who were instructed based on the STEM approach created products to reduce environmental pollution after the study. As a result of the research, it was observed that the teaching plan based on STEM approach contributed to students' achievement levels, scientific attitudes, scientific creativity, STEM career-interest and STEM attitudes.