Investigation of the effects of TRIZ in STEM education integrated into the 6th grade science curriculum

The purpose of this study is to examine the effect of STEM (Science, Technology, Engineering, and Mathematics) and TRIZ (Theory of Inventive Problem Solving) approaches integrated into the topics of "Sound and Heat Insulation" in the 6th grade science course on the learning processes of students based on their opinions. The study was conducted in accordance with a mixed method design. The quantitative data of the study were collected from the 21st Century Skills Scale for Middle School Students, the Perception Scale for Problem Solving Skills for Middle School Students, and the Computer Thinking Scale. Qualitative data were obtained through semi-structured student interview forms. The study group consisted of 45 sixth-grade students. SPSS software was used to analyze the quantitative data. Qualitative data were analyzed using inductive content analysis. The analysis of quantitative data revealed significant differences between groups in terms of 21st-century skills and problem-solving skills, while no significant differences were found in terms of computational thinking skills. The analysis of qualitative data revealed that students had positive opinions about the applications. Similarly, it was understood that students encountered different problems during the application process. Recommendations for future studies were made in light of the quantitative and qualitative data obtained