Development and evaluation of STEM education module on biodiversity

The aim of this study was to develop and evaluate a module that includes STEM education practices by addressing the subject of biodiversity, which is a socioscientific issue with Science-Technology-Society-Environment connections, for fifth grade students. The impacts of the engineering design process practices on students' development in terms of their cognitive learning, 21st century learning and innovation skills, creative problem-solving skills, STEM literacy abilities and engineering design process behaviors were examined. The study group of the research consisted of 19 secondary school 5th grade students studying in a village school providing bussed education in Çine district of Aydın province, selected by purposeful sampling method in the 2022-2023 academic year. A nested mixed design, one of the mixed method designs, was used in the research. Quantitative data of the research were collected with Skill-Based Biodiversity Achievement (BETBİB) Test-1 (multiple choice), Skill-Based Biodiversity Achievement (BETBİB) Test-2 (open-ended), 21st Century Learning and Innovation Skills Scale and Creative Problem Solving Inventory. The qualitative data of the research were collected with STEM literacy semi-structured observation form, engineering design process (MTS) semi-structured observation form, semi-structured interview form and biodiversity STEM module group fascicles. In analyzing the sub-problems of the research, dependent samples t-test and correlation analysis were used for quantitative data, and descriptive analysis and content analysis were used in the analysis of qualitative data. Considering the results of the research, it was determined that there was a significant difference in the results of BETBİB Test-1, BETBİB Test-2, 21st Century Learning and Innovation Skills Scale and the Creative Problem Solving Attributes Inventory applied after the biodiversity STEM education module when compared to the pre-training results. Lesson observations made throughout the training process, observer notes, interviews at the end of the training, and biodiversity STEM education module group fascicles (activity papers) were examined. At the end of the research, it was concluded that students' STEM literacy abilities and engineering design process behaviors improved. In addition, it has been determined that students improved in terms of STEM applications, design, holistic thinking, research, presenting their designs, communication, collaboration, problem solving, academic skills, generating multiple ideas on a subject and creativity. It has been stated that STEM applications should be emphasized in order to develop STEM literacy in students in order to raise individuals who can adapt to the age they live in, and suggestions have been made regarding the applicability of STEM applications in schools. Key Words: STEM Education, biodiversity, engineering design process, 21st century skills, STEM literacy