The effect of argumentation and authentic learning based STEM activities on 21st century skills and academic achievement

In this research, the effects of argumentation and authentic learning-based STEM activities on students' 21st century skills and academic achievement were examined. First of all, a teacher training was carried out with two science teachers for 120 minutes each day for nine days before the implementation. After the teacher training, the implementation phase of the research started. The lesson plans and activities developed by the researcher and the teachers were implemented in the spring semester with 5th grade students in the science course within the scope of three units. Two different experts were consulted for lesson plans and activities. The research was conducted with a total of 120 students in two different public schools in the Alanya district of Antalya province. Convergent parallel design from mixed method research was preferred in the study. In the quantitative dimension of the study, a quasi-experimental design with a pretest-posttest control group was used. In both schools, a control group and two experimental groups (argumentation and authentic group) were determined. In the qualitative dimension of the study, a case study design was used. Quantitative data collection tools included a 21st century learning and innovation skills scale, academic achievement tests on light propagation, human and environment, and electrical circuit elements, as well as peer and self-assessment forms and a product evaluation rubric as evaluation tools. Academic achievement tests were developed by the researcher. Six different experts were consulted for each achievement test. A pilot study was conducted with a total of 107 sixth grade students for achievement tests. In this study, in which the purposive sampling method was used, video and audio recordings, semi-structured interviews, activity sheets, student diaries, teacher and researcher observations, and observer forms were used as qualitative data collection tools. As a result of the study, significant differences were found between the overall scale, the cooperation and communication sub-dimension, and the pre-test and post-test scores of the three academic achievement tests. From the categories created as a result of the qualitative data, the students in the experimental group have been determined to attach great importance to the dimensions of questioning in critical thinking skills, originality in creativity skills, effective and efficient working in cooperation skills, expressing in communication skills, and defining the problem in STEM-based activities. In addition, it was determined that students had positive views towards argumentation and authentic learning-based STEM approaches. Teachers, on the other hand, stated that both approaches were effective in different ways, that it was a little more difficult to manage the argumentation process, that STEM activities had a positive effect on students, and that the authentic learning approach was more effective. Considering the effect of authentic learning-based STEM applications on students' academic achievement and 21st century skills, it is recommended to integrate STEM with this approach and work on different groups and skills. Keywords: STEM education, authentic learning, argumentation-based learning, 21st century skills, academic achievement, science education