The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Abstract

Today, the need for individuals who follow scientific and technological developments closely and who can adapt to these changes rapidly is increasing. These needs have made it necessary for countries to try various changes, reforms and current approaches required by the age in their education systems. One of these approaches is STEM education, which has frequently been encountered in the national and international literature in recent years. STEM (science, technology, engineering, and mathematics) education is an approach that emphasizes the 21st century skills, integrates science, technology, engineering, and mathematics disciplines, and covers formal and informal education at all education levels. In addition, the number of studies on STEM education is increasing daily. This research aims to integrate the 8th-grade science curriculum with STEM education practices and examine the effects of these practices on students’ problem-solving (PS) skills, scientific creativity, and critical thinking dispositions. In this study conducted with quantitative methods, the pretest-posttest control group design of the quasi-experimental method was used. The study group of the research consists of students who took the 8th-grade science course at a private school. Research data were collected from both the classes before and after the experimental study. Descriptive statistics and covariance analysis (ANCOVA) were used in the data analysis. The research results revealed that integrated STEM education applications positively affect students’ problem-solving skills, scientific creativity, and critical thinking dispositions. The collected results were discussed with the studies in the literature, and suggestions were made accordingly.