Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2016
Student: BEKİR YILDIRIM
Supervisor: MAHMUT SELVİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:The purpose of this study is to determine the effects of STEM applications and mastery learning integrated into the secondary school 7th grade science course on academic achievements, inquiry learning skills perceptions, motivations, their attitude towards STEM applications and permanence of information of the secondary school students. In the study, a convergent parallel design is used for the mixed study method design. The study group of this study, which has been carried out in three stages, i.e. pilot, orientation and implementation, is composed of the seventh grade students attending a secondary school affiliated to Mus Provincial Directorate of National Education in the 2015-2016 school year. Academic Achievement Test I (AAT I) and Academic Achievement Test II (AAT II) achievement tests, Scale of Inquiry Learning Skills Perception towards Science (SOILSPTS), Motivation Scale towards Science (MSTS) and STEM Attitude Scale (SAS) were administrated to the seventh grade students at this school. Based on the preliminary test score result obtained from the tests and scales, no significant difference was found among the three grades involved. By means of the assignment of equal probability, two of these grades were designated as the experimental group and one as the control group. Treatment was carried out over a period of 8 weeks. During the study, AAT I and AAT II achievements tests along with SOILSPTS, MSTS and SAS scales were administered to the students in the study and control groups, and a semi-structured interview form developed by the researcher, guides prepared for STEM applications and a questionnaire towards STEM disciplines were used after the implementation. SPSS package program was utilized to analyze the quantitative data obtained from the study. Descriptive and content analysis were used to analyze the qualitative data. Whether the quantitative data has a normal distribution was assessed by Shapiro-Wilk Test. Depending on the result from the Shapiro Wilk Test, parametric tests were used in the study. One-way variance analysis (ANOVA) was applied to determine the relationship among the AAT I, AAT II, SOILSPTS, Persistence test and SAS post-test scores of the groups. However, Welch test was used for MSTS scale since variances for the groups in some tests were not homogenous, some data was homogenous tough. "T-test for dependent groups" was performed to analyze the relationship between the pre-test and post-test scores of the groups and the relationship between the pre-test and post-test scores of the control group. As a result of the study, it was found that the students in the first and second experimental groups to whom STEM applications and complete learning were applied achieved higher AAT I, AAT II and retention test scores compared to the students in the control group who continued to be taught the existing curriculum and that the difference between them was significant. In addition, it was seen that there was not a significant difference between the first and second experimental group and the control group in terms of the SAS and SOILSPTS post-test scores. Furthermore, between the MSTS post-test scores of the the second experimental and control group, it was observed that there was a significant difference between the second experimental group and the control group, in favor of the second experimental group. As a result of the analysis of the qualitative data obtained from the study, it was observed that the studentsz views on engineering changed positively in comparison with the pre-treatment period and that the students consider engineering as a profession in the post-treatment period. Similarly, after the treatment, the views of both the male and female students with regard to the fact that engineering is not an exclusively male profession have changed. Also, in accordance with the findings obtained from the questionnaire about STEM disciplines, it was seen that studentsz awareness about the use of science, technology and mathematics in everyday life and about the importance of these disciplines in comparison with the pre-treatment period has risen. As a result of the analyses of the data obtained from the focus group interviews with the students, it was established that STEM applications ensured meaningful learning for the students. Also, it was understood that the applications developed the 21st century skill of the students. In addition, the applications contributed to group works as well as positive changes occurred in the views of both the male and female students on engineering and on the fact that engineering is not a gender-dependent occupation. As a result of the analyses of the data obtained from the interviews with the teachers, it was observed that the teachers did not possess sufficient knowledge and qualifications for STEM applications. Furthermore, it is emphasized that it is important to make STEM education compulsory beginning from the primary education stage. In accordance with the results obtained, suggestions about STEM applications are made.