Effect of the stem approach supported with learning boxes used in the teaching of mitosis and meiosis cell divisions on the academic achievement and attitude towards biology of 10th grade students

In this study, the aim was to determine the effects of learning boxes prepared and used based on the STEM approach in biology lessons structured with 5E model on the academic achievement and attitudes towards the biology course of 10th grade students regarding the first unit, which is the cell divisions. Thus, an overall assessment was attempted to be made regarding whether the learning boxes prepared based on the STEM approach create a significant difference in biology education. Quantitative research methods were employed to examine the impact of the application of learning boxes prepared based on the STEM approach on students attitudes and learning. The study was conducted with two 10th-grade classes in Diyarbakır- Kocaköy, Kocaköy High School during the 2022-2023 academic year. Twenty-two students from class 10\E were selected as the experimental group, while twenty-two students from class 10\B were selected as the control group through neutral assignment. The experimental research method with a control- experimental group design, which is one of the quantitative research methods, was utilized in the study. The learning method supported by learning boxes prepared based on the STEM approach was implemented in class 10 \E, while the teaching method prescribed by the existing curriculum was employed in class 10\B. The implementation took place within the scope of the cell divisions topic in biology lessons and lasted for nine weeks. Two scales were used to collect data in this study. The '' Attitude towards Biology Scale'', with a reliability coefficient of 0.82, was used to measure students attitudes towards the biology course, while the '' Academic Achievement Test '', with a reliability coefficient of 0.737, was used to measure scientific achievement processes. At the beginning of the research, both groups of students were administered the '' Attitude towards Biology Scale'' and the '' Academic Achievement Test'' as pre-test. At the end of the study, both groups were administered the '' Attitude towards Biology Scale'' and the '' Academic Achievement Test'' once again as post-tests. SPSS-28 software package was utilized for the analysis of the pre-test and post-test data obtained in the research. Based on the statistical data obtained from the post-tests, significant differences were found in favor of the experimental group, where the learning approach supported by learning boxes prepared based on the STEM approach was implemented, among two groups with equivalent prior knowledge. It was determined that students in the experimental group showed a positive development in their attitudes towards the biology course and scientific process skills. The implementation of the learning approach supported by STEM based learning boxes has positively influenced students learning process and has allowed the teacher to observe the learning process. Students, in general have expressed positive opinions about the implementation of STEM learning boxes and have explained that it has helped improve certain skills. It is suggested that teachers in learning environments develop learning boxes based on the STEM approach, which contain materials suitable for achieving learning outcomes and provide assistance to students in using these learning boxes in their lessons. These recommendations are among the suggestions that can be made to educators in this study. Key Words: STEM, Biology Education, Attitude towards Biology, Academic Achievement, Learning Box