Developing of STEM attitude scale and investigation ofscale by various variables

The aim of this study is to reveal the STEM attitude levels of the students attending the 3rd and 4th year of primary school and to examine them according to various variables. The study was conducted within the framework of quantitative research methods. The sample of the study is composed of 344 primary school 3rd and 4th grade students in Kartal, Istanbul. The researcher developed the data collection tool. Data collection tools; STEM Attitude Scale, Problem Solving Inventory for Children, Basic Scientific Skill Scale and Soyoeconomic Demographic Variables Questionnaire. STEM scale used in the study was developed by the researcher and consists of 4 sub-dimensions. These are Science Sub Dimension, Technology Sub Dimension, Math Sub Dimension and Engineering Sub Dimension respectively. The Cronbach's alpha value, which is the general reliability coefficient of the scale, was calculated as 0.797. When the coefficients are considered, it can be said that the general reliability coefficient of the measuring instrument is within the acceptable range and is reliable for the measurement process The research findings show that STEM attitudes of the 3rd and 4th grade students in the elementary school are in the highest science and mathematics branches and the lowest in the engineering field. STEM attitudes do not differ according to the gender of the students, but the average score of the students is higher. STEM attitude differs according to the grade level of the students and STEM attitude scores of 4th grade students are higher. The STEM score varies according to the status of students being a separate study room in their home and the average of those with separate study rooms is higher. There is no significant difference between STEM attitude scores and having computer and tablet devices. STEM attitude scores do not differ according to the level of education of their mothers and fathers. However, the mean scores of the students whose parents were more educated were higher. Problem solving skills do not differ in terms of gender of students. However, the average score of male students is higher. The problem solving skills do not differ significantly according to the students' level. However, vii the average of 3rd grade students was higher. There is no significant difference between the students' having separate study rooms and problem solving skills. The average score is higher in the study room. There is no significant difference between having technological device and problem solving skill. Problem solving skills differ significantly according to the level of education of mothers, but the father does not show education according to the situation. Although there is no significant difference between Scientific Process Skills and gender, the arithmetic mean of female students is higher than male students. Although there is a significant difference between students 'grade levels and scientific process skills, fourth grade students' scientific process skills levels are higher. As a result of the study, a low, significant and positive relationship was found between STEM levels, problem solving skills and scientific process skills of the students. As students' STEM levels increase, problem solving skills and scientific process skills increase.