Investigation of the effect of pre-school STEM activities prepared by the design thinking model on children's creativity and problem-solving skill

The research aims to examine the effect of preschool STEM activities prepared according to the design-oriented thinking model on children's creativity and problem-solving skills. The research was carried out with mixed-method patterns, which are embedded within the mixed method patterns. The universe of the study was composed of children who were educated in independent kindergartens affiliated to the Ministry of National Education in the city center of Kilis in the 2019-2020 academic year. The school where the study will be conducted has been determined according to the random sampling method. The experimental and control group classes were determined randomly among the 5 classes in the morning group at the school. The study was carried out with 20 children from the experimental group and 19 children from the control group. Also, the study was supported through the observation and research diary made during the application process and the interview held at the end of the application. Preschool STEM Activities were completed with 24 sessions, 8 days a week, 3 days a week, Monday, Wednesday, and Friday. Applications started after the mealtime of the children and generally at 9:30 in the morning. Each activity took an average of 55 to 70 minutes. "Alternative Uses Test", "Wally Social Problem Solving Test", "Teacher Interview Form", "STEM education process observation form" and "Research diary" were used as data collection tools. In the quantitative part of the study, an independent samples t-test was conducted to determine whether there was a statistically significant difference between the experimental group creativity skill pretest scores and the control group creativity skill pretest scores. Independent samples t-test was conducted to determine whether there was a statistically significant difference between the experimental group problem-solving skill pretest scores and the control group problem-solving skill pretest scores. Whether there is a difference between the pretest-posttest and permanence test creativity skill total scores of the children in the experimental group and control group was tested with 2x3 mixed ANOVA. Whether there is a difference between the pretest-posttest and permanence test problem-solving skill total scores of the children in the experimental group and control group were tested with 2x3 mixed ANOVA. As a result of the analyzes, there was significant progress in the experimental group in the context of creativity scores after the pretest and in the posttest, it was concluded that this progress was permanent according to the permanence test result. On the other hand, the creativity pretest, posttest, and permanence test results of the control group were compared and it was seen that there was no significant relationship between these tests. Besides, the scores of creativity posttest and retention tests between groups were compared. Accordingly, the experimental group posttest creativity scores are higher than the control group. Similarly, the experimental group creativity retention test scores were significantly higher in the control group retention scores. As a result, the creativity scores of the children in the experimental group are higher than the children in the control group. Also, as expected, no significant difference was found between the experimental group and the control group's problem-solving pretest results. When we look at the results within the experimental group, it was found that the experimental group posttest was significantly higher than the experimental group pretest. Similarly, a significant difference was found between the experimental group pretest and the experimental group retention test. It was observed that there was no significant relationship between the experimental group posttest and the experimental group permanence test. As a result, there was a significant improvement in the posttest after the pretest in the experimental group and it was concluded that this progress was permanent compared to the retention test result. On the other hand, the problem-solving pretest, posttest, and permanence test results of the control group were compared and it was seen that there was no significant relationship between these tests. Finally, the scores of the posttest and retention tests between groups were compared. Accordingly, the experimental group posttest problem-solving scores are higher than the control group. Similarly, the experimental group permanence test scores were significantly higher in the control group permanence scores. As a result, the problem-solving points of the children in the experimental group are higher than the children in the control group. As a result of the data obtained from the interview, which covers the effects of design-oriented preschool STEM activities on children, changes in the activity process of children and the observations of the classroom teacher related to the process, the implementation of preschool STEM education increases the creativity, problem-solving, communication and interaction skills of the children and it is aimed to provide peer learning. It has been concluded that design-oriented STEM activities increase children's self-esteem, increase their awareness, and they are active in the activation process, and STEM activities give children a sense of responsibility. Also, it was concluded that STEM activities encourage children to solve problems and generate ideas, help children reflect what they have learned and acquired at school, and take STEM activities to encourage children to group and help, and STEM activities improve their empathy skills in children. However, it has been concluded that STEM activities increase communication among children, help children to establish positive relationships with each other, and STEM activities increase cooperation. Suggestions were made in line with the results obtained in the study and the aims of the research. Keywords: Preschool education, early childhood education, STEM education, design thinking model