The Effect of 5E-based STEM Education on Academic Achievement, Scientific Creativity, and Views on the Nature of Science

Eroğlu S., Bektaş O.

LEARNING AND INDIVIDUAL DIFFERENCES, vol.98, no.2022, pp.1-11, 2022 (SSCI)

  • Publication Type: Article / Article
  • Volume: 98 Issue: 2022
  • Publication Date: 2022
  • Doi Number: 10.1016/j.lindif.2022.102181
  • Journal Name: LEARNING AND INDIVIDUAL DIFFERENCES
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Psycinfo
  • Page Numbers: pp.1-11
  • Erciyes University Affiliated: Yes

Abstract

This study aims to investigate the effect 5E-based STEM learning strategies have on 9th-grade students' academic

achievement, scientific creativity, and views about the nature of science in the atomic system and periodic table

course. This study utilizes a quasi-experimental design. The research was conducted in the 2016 Fall Semester.

The sample of the study consists of 133 9th-grade students from a large urban city in Turkey. The activities were

implemented using 5E-based STEM learning strategies for the EGs while using traditional instruction for the CGs.

Tests were administered before and after the implementation. The data were analyzed using descriptive and

inferential statistics. The study utilizes univariate analysis of covariance (ANCOVA) to address the research

question. As a result of the findings, a significant difference was found between the experimental and control

groups in terms of academic achievement, scientific creativity, and views on the nature of science in favor of the

experimental group. We have concluded that students' academic achievements, creativity, and views on the

nature of science can be enhanced when teachers implement a learning strategy based on the changing nature of

science and creativity. The study presents suggestions based on the findings and notes the limitations.