The effects of STEM based learning environment on science learning in 7th grade electrical energy unit

The aim of this study is to determine the effect of Science, Technology, Engineering and Mathematics (STEM) approach based learning on science learning in 7th grade electrical energy unit. In this context, the research focused on science students' achievement, motivation towards science learning, and inquiry learning skills perception in science. In addition, students' opinions were determined to reflect the process. The sample of the study consists of 30 students studying in two different classes in Kula district of Manisa in 2017-2018 academic year. The model of the research is the matching-only pretest-posttest control group design which is one of the quasi-experimental designs. After the equality of the groups was determined, the experimental group was given a seminar about the STEM and the teaching and learning process was completed with activities based on the STEM approach for six weeks. In the control group, the process was completed in accordance with the curriculum. Electrical Energy Achievement Test, Motivation Scale for Science Learning, Inquiry Learning Skills Perception in Science, and Semi-Structured Interview Form were used as data instruments. The data of the study was analyzed with SPSS 17.00 program. At the end of the research, interviews were conducted with volunteer students. According to the results of the analysis, it was determined that the academic achievement and inquiry learning skills perception in science of the experimental group students were significantly increased compared to the control group students. There was no statistical difference between the experimental group and the control group students in terms of motivation towards science learning. In the interviews, it was found that most of the students had positive opinions about the Science course which was processed with the STEM approach.