An essay on STEM applications in secondary school Turkish classes

The purpose of this study is to interpret the findings obtained from the implementation of the fractured fairy tale technique and Scratch programming language in Turkish language classes, developed in accordance with the STEM education philosophy that emerged as a result of the needs of the 21st century. In the study, original fairy tales created using the fractured fairy tale technique were presented using the creative drama technique and transformed into animations using the Scratch programming language. The fractured fairy tales and animations created with Scratch were used as data, with the aim of integrating STEM with Turkish language classes. Prior to the study, a literature review was conducted to create a study that could combine technology and language education. Literature related to STEM, STEM and MEB, STEM and Turkish language instruction, interdisciplinary/ transdisciplinary approach to STEM, STEAM (STEM+A), STREAM, novel engineering, fractured fairy tale technique, creative drama and Scratch were reviewed. Studies that could help integrate STEM education into middle school Turkish education were examined. As a result of the reviews, it was found that novel engineering is applied in language arts integration studies in STEM education. While examining novel engineering studies, the fractured fairy tale technique was reached. It was determined that the fractured fairy tale technique is a technique that can be used in novel engineering studies. In this study, the fractured fairy tale technique was applied together with the Scratch application. It was determined that the use of Scratch programming language in the STEM-Turkish integration study would be beneficial, with the objectives of creating a general understanding and technical knowledge of computer science in the Special Objectives section of the Information Technologies and Software Lesson Curriculum, developing an understanding of algorithm design and expressing it verbally and visually, creating technical knowledge in programming, conducting studies on product design and management, acquiring and developing problem-solving and information-processing thinking skills, and the close relationship between STEM disciplines and objectives. The study was implemented for 8 weeks, with a duration of 4 hours per week. A mixed method was used in the study, and observations were made during and after the implementation. Process evaluations were conducted using control checklists, rubrics, and scales. The reliability percentages of the evaluations were found to be above 80% and were conducted by three teachers. At the end of the process, interviews were recorded and interpreted through interview forms. Findings were then written based on the data obtained in the subsequent stages of the study. Keywords: Fractured Fairy Tale, Creative Drama, STEM, Scratch, Novel Engineering