The effect of STEM based teaching in topic of force and motion on academic achievement and creativity of middle school students

The aim of this study is investigating the impact of STEM based teaching in the topic of force and motion on the middle school students' academic achievement, creativity and view about STEM. The research model of this study is the model with pretest and posttest control group that is one of the quasi-experimental designs. The sample group of this study consists of a total of 45 sixth grade students, 25 of whom in experimental group and 20 of them in control group, studying at a public middle school in Balikesir in the 2022-2023 academic year. In experimental group, STEM based teaching was applied whereas in control group, the instruction according to MEB science education teaching program was applied. For this study, "Force and Motion Achievement Test", "Scientific Creativity Test", "STEM Feedback Form" and "STEM Activity Sheets" prepared by researcher were used as data collecting tools. To analyze the quantitative data, the program of SPSS 23.0 was used. Data collected from "STEM Activity Sheets" was analyzed by "Rubric of STEM Activity Sheets" and for the analysis of the data of "STEM Feedback Form", the method of descriptive analysis was used. In the direction of findings, it is concluded that STEM based teaching increases academic achievement and improves the level of creativity of experimental group. Additionally, it was seen that the STEM activities effect students' views positively. Based on the results of the research, some suggestions were presented, such as conducting the research in different science subjects and different courses, applying it in different environments, designing science laboratories according to STEM based education or establishing STEM workshops, and carrying out the application in different variables.