The aim of this study is to examine the views of ninth grade students about 5E-based
STEM learning strategies in the atomic and periodic system unit. The research was carried out
with phenomenology which is one of the qualitative research designs. Purposive sampling was
used and eight students participated in the study. The data was collected through a semi-structured
interview at the end of the intervention and analyzed by content analysis. Based on findings,
students emphasized that 5E-based STEM learning strategies promote their meaningful learning.
Although the participants mentioned that 5E-based STEM learning strategies had advantages in
terms of meaningful learning, they thought that this strategy could not be implemented efficiently
due to the difficulties they experienced during the 5E-based STEM learning strategies as the
incompatibility with the university entrance examination system. It was recommended that
student-centered teaching methods should be utilized and students should be active in their
learning process in order to overcome these difficulties.