The effect of STEM and STEM-based robotic activities on secondary school students 'problem solving reflective thinking, mental risk taking and motivative strategies in learning

This research was carried out on STEM activities of secondary school students; The aim of this study was to determine whether there is an effect on the development of reflective thinking, mental risk taking and motivating skills in learning. Mixed method was used in the research. The sample of the study consisted of 44 secondary school students studying in a middle-sized province in the Eastern Anatolia Region in the 2017-2018 academic year. In this study, pre-test posttest design was developed for two groups: experimental and control in order to determine the change in students' reflective thinking, mental risk taking and motivation in learning for problem solving. The quantitative data obtained during the study were analyzed by statistical methods and the qualitative data were analyzed by content analysis. In the study, el Reflective Thinking for Problem Solving, Mental Risk Taking and Motivating Strategies in Learning "scales were used to obtain quantitative data. Open-ended questionnaire was used to obtain qualitative data. STEM trainings were given to the candidates for 14 weeks. Findings obtained as a result of the research; It was found that there is a significant difference between pre-test and post-test scores of reflective thinking skills and motivation skills in learning, but there is no significant difference in mental risk taking skills. risk taking, emotion, thoughts and behaviors positively affected. Qualitative data appeared to support other quantitative data except the mental risk taking scale.