The effect of Argumentation-Based Science Learning (ATBÖ) supported STEM education on the 21st century skills of 7th grade students

The contribution of Argument-Based Science Learning and STEM, which is one of the innovative educational approaches, to the development of 21st century skills is the focus of this research. The aim of the research is to examine the effect of STEM education supported by Argumentation-Based Science Learning on the 21st century skills of 7th grade students In the study, one-group pre-post-test weak experimental design, which is one of the quantitative research methods, was predominantly used. Qualitative data were collected to supplement the quantitative data. Participants consist of 11 students studying at a secondary school in the Black Sea Region. Scientific Creativity Test, California Critical Thinking Skills Test, Scientific Literacy Scale, Media Literacy Scale, Science Laboratory Entrepreneurship Scale, Communication Skills Evaluation Scale, Cooperative Learning Model Method Opinion Scale, Problem Solving Skills Inventory, and Life for Young People as quantitative data collection tools used in the research. Skills Scale, Semi-Structured Interview Form was used as a quantitative data collection tool. Qualitative data obtained with the semi-structured interview form were analyzed by content analysis. Quantitative data were analyzed with Wilcoxon Signed Rank Test and Kedall's Tau. In the study, it was determined that students' scientific creativity, critical thinking, scientific literacy, media literacy, entrepreneurship, communication, cooperation, problem solving and life skills improved with Argumentation-Based Science Learning supported STEM education. In addition, it has been determined that the students have the opinion that the specified 21st century skills have improved with STEM education supported by Argumentation-Based Science Learning. When the relationship between 21st century skills of students receiving STEM education supported by Argumentation-Based Science Learning was examined, it was determined that there was a positive high relationship between communication skills and critical thinking, and a moderately positive relationship between problem solving skills and critical thinking and communication skills. Entrepreneurial skill is positively moderately correlated with ability to live. Science literacy skill, on the other hand, is moderately negatively correlated with life skills and communication skills.