The impact of STEM-supported science teaching on the eighth grade students' interrogative learning skills perception and engineering knowledge levels: The simple machines example

The purpose of this study is examine the impact of STEM-supported science teaching on the eighth grade students' interrogative learning skills perception and engineering know ledge levels within the scope of simple machines unit. In 2018-2019 education year, the study was conducted with eight grade students (23-School girls, 14-School boys) in a secondary school and in Antalya province Korkuteli district. The students participating in the study were selected with the help of easily accessible sampling method. Interrogative learning level perception scale, engineering knowledge level measurement scale and semi-structured interview form as data collection tool in the study. The quantitative data obtained from the study was analyzed by being used Wilcoxon signed rank test and Mann-Whitney U test. Content and descriptive analysis was also used in the analysis of qualitative data. As a result of this study, ıt turned out that STEM-Supported science teaching waseffective on the eighth grade students' interrogative learning skills perception and engineering knowledge levels. In the processs of study, the students specified that of contributed to being meaningful and permanent of learning process, developing their psychomotor skills while they make design, using many disciplines together in science course and the developing of their interrogative learning skills, while they were searching appropriate solution suggestions for the problem situation in the activities. More extentive and comprehensive studies are recommended to be done for cleaner analysis of students' attitudes and opinions about STEM-Supported science teaching. Keywords: STEM-supported science teaching, STEM training, engineering knowledge level, interrogative learning