The effect of STEM activities on tendency towards scientific values and interest in STEM profession fields of 7th grade students

The aim of this study was to examine the impact of STEM activities carried out in the science course of 7th graders on the scientific values trends of students and their interest towards STEM professions. In addition, their views on the impact of STEM activities on their learning processes were examined. Embedded design, which is one of the mixed method research designs, was used in this study. Preliminary tests and post-tests were used in the quasi-experimental design of the unequalized control group for the quantitative dimension of the study while case study were used in the qualitative dimension. The study group consisted of 68 students studying science in 7th grade of a state school in the 2019-2020 academic year. The experimental and control groups of the study were selected by way of the random method from among five branches taking the science course. The experimental group consisted of 33 students while the control group included 35 students. Research data were obtained by both quantitative and qualitative data collection tools. The Scientific Values Tendency Scale (BDEÖ) developed by Herdem and Ünal (2020) and Interest Towards STEM Professions Scale (STEM-MYİÖ) developed by Kier, Blanchard, Osborne, and Albert (2013) and later adapted into Turkish by Koyunlu Ünlü, Dökme, and Ünlü (2016) were used in the quantitative dimension. A self-assessment form, a peer assessment form, and a student diary were used to reveal the students' views on the effect of STEM activities on their own learning processes to reveal the qualitative dimension of the experimental group. The SPSS 21.0 package program was used in the statistical analysis of the data obtained from the "Scientific Values Tendency Scale" and the "Interest in STEM Professions Scale (STEM-MYİÖ" applied to the experimental and control groups as a preliminary test and post-test. Mixed Between-Within Groups Multivariate Analysis Of Variance was used to compare the preliminary test and post-test scores of the experimental and control groups. The underfaction t-test was used to compare the preliminary test and post-test scores of the experimental and control groups. The data obtained in the qualitative dimension of the study were subjected to content analysis. No statistically significant difference between the experimental and control groups in terms of scientific values disposition levels was revealed in the study. However, when the impact value of the analysis results was examined, a small-medium impact in practice was observed in favor of the experimental group. A significant difference in favor of the experimental group in terms of interest levels between the experimental and control groups was observed in STEM professions. Furthermore, a major impact in practice in favor of the experimental group was observed when the impact level of the results was examined. The qualitative findings of the study indicated that STEM activities increased the desire of the students to learn and enhanced their communication skills in addition to having a positive effect on scientific values such as curiosity, criticism and creativity. Students stated that they had problems in using time, configuration processes, decision making and planning during the STEM activities process. In line with the findings obtained from the study, enriching textbooks in terms of STEM activities, and supporting the value development of students and career orientation with in-class STEM applications was recommended.