The impact of teaching the subject “pressure” with STEM approach on the academic achievements of the secondary school 7th grade students and their attitudes towards STEM

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dc.contributor.authorÖzcan, Hasan
dc.contributor.authorKoca, Esra
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T09:16:39Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T09:16:39Z
dc.date.issued2019
dc.departmentEğitim Fakültesi
dc.description.abstractThe objective of this study is to determine the effect of a teaching module on the topic of pressure, developed with STEM approach, on the academic achievements of the students as well as on their attitudes towards STEM. The study employed the explanatory sequential design, as one of mixed method research designs. On the quantitative aspect of the study, a pre-test and post-test control group, quasi-experimental design was used, while phenomenological design was utilized for qualitative aspects. The sample group of the research comprises of 33 7th grade students studying in a village school located in a district of one of the metropolitan municipalities in Turkey for the Spring Semester of the 2017-2018 school year. A STEM education approach was used in the experimental group for teaching the subject of "Pressure" while utilizing the approach as stipulated in the curriculum for the control group. An academic achievement test, an attitude scale for STEM, semi-structured interviews, and the student diaries are the data collection tools used in the study. A significant difference was found between the experimental group and the control group, with the former showing increased academic achievement over the latter in the research. A significant difference was also found between the experimental group and the control group, with the former showing more positive attitudes towards STEM than were shown by the latter. The opinions of the students on STEM education were analyzed in order to study the results obtained from quantitative data. Five themes - feelings and opinions, positive aspects, skills gained, features and problems faced, and the learning process were obtained -as well as 26 codes-with the content analysis of semi-structured interviews and students' diaries. It was concluded that involving STEM-based implementations in teaching the subject "Pressure" increased the academic success rate and attitude scores of students while helping the students to develop positive perceptions of STEM education. In future studies, certain influences of STEM education implementations, such as self-confidence of students, the ability to present creative solutions, communication skills, for example, may be studied.
dc.identifier.doi10.15390/EB.2019.7902
dc.identifier.endpage227en_US
dc.identifier.issn1300-1337
dc.identifier.issue198en_US
dc.identifier.scopusqualityQ3
dc.identifier.startpage201en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2019.7902
dc.identifier.urihttps://hdl.handle.net/20.500.12451/4632
dc.identifier.volume44en_US
dc.identifier.wosWOS:000466836800009
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTurkish Education ASSOC
dc.relation.ispartofEğitim ve Bilim-Education and Science
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAcademic Achievement
dc.subjectAttitude
dc.subjectPressure
dc.subjectSecondary School Students
dc.subjectSTEM Education
dc.subjectSTEM Teaching Module
dc.titleThe impact of teaching the subject “pressure” with STEM approach on the academic achievements of the secondary school 7th grade students and their attitudes towards STEM
dc.typeArticle

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