International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2023, Vol. 19(6) 50-65

Effects of 5E Integrated STEM Based Activities on Middle School Students’ Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields

Merve Deveci Bozkurt, Nihat Altınöz & Metin Açıkyıldız

pp. 50 - 65   |  DOI: https://doi.org/10.29329/ijpe.2023.615.4   |  Manu. Number: MANU-2208-31-0007.R1

Published online: December 12, 2023  |   Number of Views: 84  |  Number of Download: 459


Abstract

The purpose of this study was to investigate the effects of using 5E integrated Science Technology Engineering Mathematics (STEM) based activities on 6th grades students’ attitudes towards science, their science anxiety and their perceptions of STEM fields. Mixed research method was used for this purpose. The study was conducted with 28 6th grade students who live in Gaziantep city of Turkey. “Matter and Heat” science topic was taught using the 5E integrated STEM based activities. Questionnaires to test students’ attitudes towards science, their science anxiety, and their perceptions of STEM fields were used as pre and post-tests before and after the implementation of the activities. While effect size difference (r score) and non-parametric Wilcoxon signed rank test were used for the quantitative data analyses, the qualitative data from the semi-constructed interviews were analyzed using thematic analysis. Before the implementation of the activities, female students’ attitude levels were higher and their anxiety levels were lower than males. The results showed that the 5E integrated STEM-based activities had a positive effect on increasing students’ attitudes towards science while decreasing their science anxiety. Although the effect on students’ perceptions of individual STEM fields was relatively small, these activities positively increased their perceptions of each STEM field. The participants also found the activities very enjoyable, fun and like doing.

Keywords: STEM Based Activities, Attitude Towards Science, Science Anxiety


How to Cite this Article?

APA 6th edition
Bozkurt, M.D., Altinoz, N. & Acikyildiz, M. (2023). Effects of 5E Integrated STEM Based Activities on Middle School Students’ Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields . International Journal of Progressive Education, 19(6), 50-65. doi: 10.29329/ijpe.2023.615.4

Harvard
Bozkurt, M., Altinoz, N. and Acikyildiz, M. (2023). Effects of 5E Integrated STEM Based Activities on Middle School Students’ Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields . International Journal of Progressive Education, 19(6), pp. 50-65.

Chicago 16th edition
Bozkurt, Merve Deveci, Nihat Altinoz and Metin Acikyildiz (2023). "Effects of 5E Integrated STEM Based Activities on Middle School Students’ Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields ". International Journal of Progressive Education 19 (6):50-65. doi:10.29329/ijpe.2023.615.4.

References
  1. Andy, F. (2013) Discovering Statistics using IBM SPSS Statistics (4th. ed.), Sage Publications. London. [Google Scholar]
  2. Aosi, G., Metrianis, & Rifma. (2019). STEM Based Learning to Overcome Math Anxiety. Journal of Physics: Conference Series, 1387(1), 1-6. doi:10.1088/1742-6596/1387/1/012053  [Google Scholar] [Crossref] 
  3. Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: a preliminary meta-analysis. Journal of STEM Education: Innovations and Research, 12 (5-6), 23-37. [Google Scholar]
  4. Buyruk, B., & Korkmaz, Ö. (2014). STEM awareness scale (SAS): validity and reliability study. Journal of Turkish Science Education, 11(1), 3-23. [Google Scholar]
  5. Bybee, R. W. (2010). Advancing STEM education: a 2020 vision. Technology and Engineering Teacher, 70(1), 30-35. [Google Scholar]
  6. Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. Science Education Review, 3(2), 49-58. [Google Scholar]
  7. Fernandez-Cezar, R., Garrido, D., & Solano-Pinto, N. (2020). Do science, technology, engineering and mathematics (STEM) experimentation outreach programs affect attitudes towards mathematics and science? a quasi-experiment in primary education. Mathematics, 8(9), 1490. https://doi.org/10.3390/math8091490  [Google Scholar] [Crossref] 
  8. Guzey, S.S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271–279.  https://doi.org/10.1111/ssm.12077 [Google Scholar] [Crossref] 
  9. Gülhan, F., & Şahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. International Journal of Human Sciences, 13(1), 602-620. [Google Scholar]
  10. Hackman, S. T., Zhang, D., & He J. (2021). Secondary school science teachers’ attitudes towards STEM education in Liberia. International Journal of Science Education, 1-24. https://doi.org/10.1080/09500693.2020.1864837 [Google Scholar] [Crossref] 
  11. Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington D.C.: The National Academies Press. [Google Scholar]
  12. Johnson, R.B., & Onwuegbuzie, A.J. (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33 (7), 14–26. [Google Scholar]
  13. Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3:11. [Google Scholar]
  14. Kızılay, E. (2017). The adaptation of STEM semantics survey into Turkish. The Journal of Academic Social Science Studies, 58, 131-144.  [Google Scholar]
  15. Knezek, G., Christensen, R., Tyler-Wood, T., & Periathiruvadi, S. (2013). Impact of environmental power monitoring activities on middle school student perceptions of STEM. Science Education International, 24(1), 98-123. [Google Scholar]
  16. Koyunlu-Ünlü, Z., & Dökme, İ. (2016). Gifted Children’ images about STEM’s E. Trakya Journal of Education, 7(1), 196-204. [Google Scholar]
  17. Lin, K. Y., Hsiao, H. S., Williams, P. J., & Chen, Y. H. (2019). Effects of 6E oriented STEM practical activities in cultivating middle school students' attitudes toward technology and technological inquiry ability. Research in Science & Technological Education, 38(6), 1-18. [Google Scholar]
  18. Morrison, J., (2006). TIES STEM education monograph series, Attributes of STEM education. Baltimore, MD: TIES. [Google Scholar]
  19. Oğuz, M. (2002). The effects creative problem solving method on success level and attitude educational science knowledge lesson. Unpublished master thesis, Hacettepe University, Graduate School of Social Sciences, Ankara. [Google Scholar]
  20. Öztürk, M. (2017). The research of the 4th grade teachers' and students' efficacy beliefs and attitudes toward STEM education, Unpublished master thesis, Ege University, Graduate School of Social Sciences, İzmir. [Google Scholar]
  21. Ramaley, J. A. (2007). Facilitating change: Experience with the reform of STEM Education. http://citeseerx.ist.psu.edu/viewdoc/ (February, 2019). [Google Scholar]
  22. Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20-26. [Google Scholar]
  23. Savelsbergh, E., Prins, G., Rietbergen, C., Fechner, S., Vaessen, B., Draijer, J., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172. [Google Scholar]
  24. Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 28-34. [Google Scholar]
  25. Şimşek, F. (2019). Effect of STEM Activities on Students' Scientific Process Skills, Science Interest, Attitude and Student Opinions. Turkish Journal of Computer and Mathematics Education, 10(3), 654-679. doi:10.16949/turkbilmat.470261. [Google Scholar] [Crossref] 
  26. Thomas, B., & Watters, J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42-53. [Google Scholar]
  27. Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395. [Google Scholar]
  28. Uğraş, M. (2018). An investigation of the relationship between middle school students’ STEM attitudes and science self-efficacy beliefs with STEM career interest. The Journal of Academic Social Science, 89, 279-292. [Google Scholar]
  29. Uluçınar Sağır, Ş. (2014). Science anxiety scale for primary school students. Journal of Buca Faculty of Education, 37, 1-20. [Google Scholar]
  30. Vennix, J., den Brok, P., & Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 40(11), 1263-1283. [Google Scholar]
  31. Yamak, H., Bulut, N., ve Dündar, S. (2014). The impact of STEM activities on 5th grade students’ scientific process skills and their attitudes towards science. Gazi University Journal of Gazi Educational Faculty, 34(2), 249-265. [Google Scholar]
  32. Yıldırım, B., ve Altun, Y. (2015). Investigating the effect of STEM education and engineering applications on science laboratory lectures. El-Cezeri Journal of Science and Engineering, 2(2), 28-40. [Google Scholar]