The effect of stem and stem-based robotic activities on the problem solving and metacognitive skills of secondary school students

This research aims to examine the effects of STEM and STEM-based robotic coding activities on middle school students' problem solving and metacognitive skills. The research was carried out on a sample group of 68 secondary school students in the 2018-2019 academic year. Mixed method was used as data collection tool. Quantitative data were obtained by using the "Problem Solving Ability Scale" and the "Metacognitive Skills Scale". During the research process, STEM and STEM-based robotic coding training was given to the students for 14 weeks by the teachers. In order to investigate the effect of STEM and STEM-based robotic activities on students, pre-test and post-test were applied to the experimental group and control group, and a statistically significant difference was found between these scores. Qualitative data prepared by the researcher supporting the quantitative data consists of an open-ended semi-structured interview form. As a result of the study, it was stated that STEM and STEM-based robotic coding education broke the students' prejudice that they could not solve problems and improved their problem-solving skills by constantly developing different perspectives on problems. It was concluded that the mistakes made were corrected and the next solution was realized, the self-confidence increased, and the interest in science education increased. It has been determined that secondary school students think that they make progress step by step in the process of identifying the problems they encounter in the activities, learning from their mistakes and product design, problem solving and thinking. The results obtained in this context, it was concluded that STEM and STEM-based robotic coding activities were effective in middle school students' problem solving and metacognition skills.