Examination of guided parent-involved stem education in terms of 7TH grade students' motivation towards learning science, their stem attitudes and parent involvement

In this study, STEM applications were implemented in 7th grade science class, and parental involvement was maintained in these applications. This structured involvement process was examined from parent and student viewpoints. In the study, contribution of the implementation process on students' attitude towards STEM, their motivation towards learning science, and parents' involvement to the process. For this purpose, a mixed method research was used in the study, in which, quantitative and qualitative research methods were used together. In the quantitative part of the study, which was conducted through an embedded mixed-methods design, pre-test- post-test control group semi-experimental pattern was used, while in the qualitative part, a case study was performed. Quantitative data collection tools were implemented before and after the study, while qualitative data collection tools were used before, during, and after the study. Guided parental involvement was ensured in the experimental group, however in the control group, no guidance to the parents was given. Guided parental involvement form, which is designed for parents to support students throughout the process were prepared by the reseacher / teacher, and sent to the parents. In the experimental group, 19 students, and their parents participated; the control group also consisted of 19 students, and their parents. Science, Technology, Engineering, and Mathematics (STEM) Attitude Scale, Science Motivation Questionnarie, and Home-Based Learning Activity Parent Involvement Questionnarie were used as quantitative data collection tools. Structured interviews, student and parent researcher diaries, Web 2.0 tools, and activity forms were used as qualitative data collection tools. As a result of the application of quantitative scales, it was observed that, although there was an increase in the post-test scores of the experimental group students, and their parents, no significant difference was found, In the results obtained from the qualitative data, differences were detected in the statements of the experimental group compared to the control group in the structured interviews. It was noticed that, experimental group students conveyed their thoughts about the activities in a more explanatory way. In addition, while the experimental group students explained in detail that they learned and understood the science concepts better, it was noticed that the control group students used more limited sentences and expressions in their explanations. Parents who participated in guided STEM practices stated that, they realized how they should carry out the process, they participated in the activities more consciously, and they enjoyed learning together with their children. Based on obtained results, guidance related to parental involvement in STEM applications is observed as crucial. In such applications, it is recommended that, acknowledgement on how parents should be incorporated into the process should be involved.