Implementation of stem education in secondary schools with TRIZ: An experimental study

The aim of this study is to examine the effects of implementing TRIZ (Theory of Inventive Problem Solving) in STEM education for middle school students on their attitudes towards STEM, critical thinking dispositions, self-efficacy beliefs towards science learning, and their views on the process. The research was conducted during the 2023–2024 academic year with 20 fifth-grade students enrolled at Bitlis İmam Hatip Middle School. The study was carried out using an embedded mixed methods design; quantitative data were collected through a one-group pretest-posttest quasi-experimental design, while qualitative data were obtained within the scope of a case study. Quantitative data were collected using the STEM Attitude Scale, the Critical Thinking Disposition Scale, and the Science Learning Self-Efficacy Beliefs Scale. Qualitative data were obtained through student interview forms and written compositions. Quantitative data were analyzed using SPSS software, while qualitative data were evaluated using content analysis techniques. In the study, STEM activities were designed in accordance with the steps of the engineering design process, and each activity incorporated the contradiction matrix and 40 inventive principles of the TRIZ methodology. The implementations were structured to encourage students to generate innovative solutions to real-life problems. The results revealed that the STEM-TRIZ practices positively influenced students' attitudes towards STEM, enhanced their critical thinking dispositions, and increased their self-efficacy beliefs related to science learning. Qualitative findings indicated that students found the STEM-TRIZ activities engaging, enjoyable, and beneficial for problem-solving. Accordingly, it was concluded that STEM education enriched with the TRIZ method can be an effective instructional approach at the middle school level.