The effect of STEM and STEM based robotıc actıvıtıes on the development of mental risk taking and questioning skills in science learning

This study was conducted to investigate the effects of STEM and STEM-based robotic activities on mental risk taking and predictors in science learning and the development of inquiry-oriented learning skills. Mixed method was used in the research. The sample of the study consisted of 35 students studying in a high school affiliated to Erzincan Provincial Directorate of National Education in 2017-2018 academic year. In the research; A single group pre-test posttest design was developed to determine the changes in the development of questioning learning skills towards science and their perceptions about mental risk taking and predictors in science learning. The quantitative data obtained during the study were analyzed by statistical methods and the qualitative data were analyzed by content analysis. In the study, alg perception of mental risk taking in science learning and predictors, questioning learning skills perception scales ölçekl and 'interview form yönelik were used to obtain quantitative data. Qualitative data prepared by the researcher supporting the quantitative data consist of an open-ended interview form. STEM and STEM-based robotic activities were held with the students for 14 weeks. Findings obtained as a result of the research; There was no significant difference between pre-test and post-test scores on perception of mental risk taking and predictors in science learning. It was also determined that there was a significant difference between the pre-test and post-test scores of the inquiry-based learning skills perception scales towards science.