Examination of the Effects of STEM Activities in Physics Subjects on Students’ Attitudes and Problem-Solving Skills
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Published
Mar 31, 2025
Abstract
The aim of this study was to examine the effects of STEM activities on students’ attitudes towards STEM and problem-solving skills by taking their components into account. An experimental design with pretest-posttest control group was applied in the study. Quantitative and qualitative data collection tools were used. The participants of the study consisted of students studying in two different branches in the 7th grade of a public school. The implementation of the research was carried out for five weeks within the scope of force, work and energy concepts. In the experimental group, STEM activities developed by taking the science curriculum into account were included in the lessons. In the control group, lessons were taught according to the curriculum. The conclusions drawn based on the results of this study can be listed as follows: First, STEM education, which is carried out within the scope of physics subjects in the science course and which also includes mathematics, engineering and technology related acquisitions, ensures that students’ attitudes towards STEM develop positively. STEM attitudes progress especially in the direction of establishing a relationship between mathematics, science and engineering learning and STEM. Second, STEM education improves students’ problem-solving skills. The increase occurs in all areas of problem-solving skills, including the individual’s confidence in problem-solving skills, willingness to cope with difficult problems encountered, and the feeling that they have mastered the situation. Last, when there is no STEM-oriented activity in the science curriculum, students’ problem-solving skills, especially in the area of confidence, decrease. Considering that STEM is an interdisciplinary subject combining two or more disciplines and is based on authentic contexts; STEM activities provide students for establishing relationships between STEM disciplines and developing problem-solving strategies.
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Keywords
STEM, Attitude, Problem-solving Skills, Experimental Research
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No funding sources declared
References
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Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-based learning analysis to improve students’ problem-solving abilities in science subject: A literature review. Journal of Innovative Science Education, 10(1), 79-86. DOI: https://doi.org/10.15294/JISE.V9I2.38505
Boyle, J. (2019). Teaching gravitational waves in the lower secondary school. Part III. Monitoring the effect of a STEM intervention on students’ attitude, self-efficacy and achievement. Physics Education, 54(2). DOI: https://doi.org/10.1088/1361-6552/aaf771
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca. & R. Brandt (Eds). 21st century skills: Rethinking how students learn (pp. 51-76). Solution Tree Press.
English, L., Hudson, P., & Dawes, L. (2013). Engineering-based problem-solving in the middle school: Design and construction with simple machines. Journal of Pre-College Engineering Education Research, 3(2), 1-13. DOI: https://doi.org/10.7771/2157-9288.1081
Fisher, R. (1990). Teaching children to think. Stanley Thornes.
Force, U. S. T. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in California public education. Californians Dedictaed to Education Foundation.
Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service.
Gulhan, F., & Sahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602-620.
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. DOI: https://doi.org/10.1111/ssm.12077
Guzey, S. S., Moore, T. J., Harwell, M., & Moreno, M. (2016). STEM integration in middle school life science: Student learning and attitudes. Journal of Science Education and Technology, 25(4), 550-560. DOI: https://doi.org/10.1007/s10956-016-9612-x
Han, S. (2017). Korean students’ attitudes toward STEM project-based learning and major selection.
Educational Sciences: Theory and Practice, 17(2), 529-548.
Hebebci, M. T., & Usta, E. (2022). The Effects of Integrated STEM Education Practices on Problem-solving Skills, Scientific Creativity, and Critical Thinking Dispositions. Participatory Educational Research, 9(6), 358-379. DOI: https://doi.org/10.17275/per.22.143.9.6
Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29, 66-75.
Hussain, S., Lindh, J., & Shukur, G. (2006). The effect of LEGO Training on Pupils’ School Performance in Mathematics, Problem-solving Ability and Attitude: Swedish Data. Educational Technology & Society, 9 (3), 182-194.
Inceoglu, M. (2000). Attitude-perception communication, (3rd edition). Imaj Publishing House.
Kardas, N., Anagun, S. S., & Yalcinoglu, P. (2014). Adaptation of problem-solving inventory to elementary school students: Confirmatory factor analysis results. Electronic Journal of Social Sciences, 13(51), 182-194. DOI: https://doi.org/10.17755/esosder.35695
Karisan, D., & Yurdakul, Y. (2017). The effect of microprocessor-supported science-technology- engineering-math (STEM) applications on 6th grade students’ attitudes towards these fields. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 8(1), 37-52.
Kirgiz, H., & Koyuncu, A. (2016). The effect of science centers on success in international exams. Journal of Research in Informal Environments, 1(1), 52-60.
Kurt, M., & Benzer, S. (2020). An Investigation on the Effect of STEM Practices on Sixth Grade Students’ Academic Achievement, Problem-solving Skills, and Attitudes towards STEM. Journal of Science Learning, 3(2), 79-88.
Kucuk, S., & Sisman, B. (2020). Students’ attitudes towards robotics and STEM: Differences based on gender and robotics experience. International Journal of Child-Computer Interaction, 23, 100167. DOI: https://doi.org/10.1016/j.ijcci.2020.100167
Lie, R., Guzey, S., & Moore, T. J. (2019). Implementing engineering in diverse upper elementary and middle school science classrooms: Student learning and attitudes. Journal of Science Education and Technology, 28(2), 104-117. DOI: https://doi.org/10.1007/s10956-018-9751-3
Lou, S. J., Shih, R. C., Ray Diez, C., & Tseng, K. H. (2011). The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students. International Journal of Technology and Design Education, 21, 195-215. DOI: https://doi.org/10.1007/s10798-010-9114-8
Madison-Harris, R., Muoneke, A., & Times, C. (2012). Using formative assessment to improve student achievement in the core content areas. Southeast Comprehensive Center.
Mahoney, M. P. (2010). Students’ attitudes toward STEM: Development of an instrument for high school STEM-based programs. Journal of Technology Studies, 36(1), 24-34.
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons international comparisons of science, technology, engineering and mathematics (STEM) education. Australian Council of Learned Academies.
Martaningsih, S. T., Maryani, I., Prasetya, D. S., Purwanti, S., Sayekti, I. C., Abdul Aziz, N. A., & Siwayanan, P. (2022). STEM problem-based learning module: a solution to overcome elementary students’ poor problem-solving skills. Pegem Journal of Education and Instruction, 12(4), 340-348. DOI: https://doi.org/10.47750/pegegog.12.04.35
Meyrick, K. M. (2011). How STEM education improves student learning. Meridian K-12 School Computer Technologies Journal, 14(1), 1-6.
MNE (Ministry of National Education) (2016). STEM education report. Ministry of National Education General Directorate of Innovation and Educational Technologies (YEGİTEK).
Morgan, J.R., Moon, A.M., & Barroso, L.R. (2013). Engineering better projects. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An Integrated science, technology, engineering, and mathematics (STEM) approach (pp. 29-39). Brill Sense.
Nugent, G., Barker, B., Grandgenett, N., & Adamchuk, V. I. (2010). Impact of robotics and geospatial technology interventions on youth STEM learning and attitudes. Journal of Research on Technology in Education, 42(4), 391-408. DOI: https://doi.org/10.1080/15391523.2010.10782557
Ogan-Bekiroglu, F. (2004). How much success: Traditional and alternative assessment and evaluation methods: Applications in physics. Nobel Publication Distribution.
Parno, Yuliati, L., & Ni’Mah, B. Q. A. (2019). The influence of PBL-STEM on students’ problem-solving skills in the topic of optical instruments. Journal of Physics: Conference Series, 1171, p. 012013. IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1171/1/012013
Pekbay, C. (2017). The effects of science technology engineering and mathematics activities on middle school students. Unpublished Doctoral Dissertation. Hacettepe University.
Polya, G. (1971). How to solve it: A new aspect of mathematical method. Princeton University Press.
Popa, R. A., & Ciascai, L. (2017). Students’ Attitude towards STEM Education. Acta Didactica Napocensia, 10(4), 55-62.
Sari, Y. S., Selisne, M., & Ramli, R. (2019). Role of students worksheet in STEM approach to achieve competence of physics learning. Journal of Physics: Conference Series, 1185(1), p. 012096. DOI: https://doi.org/10.1088/1742-6596/1185/1/012096
Sari, U., Celik, H., Pektas, H. M., & Yalcin, S. (2022). Effects of STEM-focused Arduino practical activities on problem-solving and entrepreneurship skills. Australasian Journal of Educational Technology, 38(3), 140-154. DOI: https://doi.org/10.14742/ajet.7293
Scott, C. (2012). An investigation of science, technology, engineering and mathematics (STEM) focused high schools in the US. Journal of STEM Education: Innovations & Research, 13(5).
Sahin, N., Sahin, N. H., & Heppner, P. P. (1993). Psychometric properties of the problem-solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17, 379-396. DOI: https://doi.org/10.1007/BF01177661
Sirakaya, M., Alsancak-Sirakaya, D., & Korkmaz, O. (2020). The impact of STEM attitude and thinking style on computational thinking determined via structural equation modeling. Journal of Science Education and Technology, 29, 561-572. DOI: https://doi.org/10.1007/s10956-020-09836-6
Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. DOI: https://doi.org/10.1007/s10798-011-9160-x
Tytler, R. (2020). STEM education for the twenty-first century. In J. Anderson & Y. Li (Eds.) Integrated approaches to STEM education: An international perspective (pp. 21-43). Springer.
Tytler, R., Appelbaum, P., & Swanson, D. (2015). Subject matters of science, technology, mathematics and engineering. Sage.
Wood, J. M. (2007). Understanding and computing Cohen’s Kappa: A tutorial. WebPsychEmpiricist. http://wpe.info/papers_table.html
Yalcin, V., & Erden, S. (2021). The effect of STEM activities prepared according to the design thinking model on preschool children’s creativity and problem-solving skills. Thinking Skills and Creativity, 41, 100864. DOI: https://doi.org/10.1016/j.tsc.2021.100864
Yildirim, B. (2016). Investigation of 7th grade science technology engineering mathematics (STEM) applications integrated into science course and the effects of complete learning. Gazi University, Institute of Educational Sciences, Ankara.
Yilmaz, H., Koyunkaya, M. Y., Guler, F., & Guzey, S. (2017). Adaptation of Science, Technology, Engineering, Mathematics (STEM) Education Attitude Scale into Turkish. Kastamonu Education Journal, 25(5), 1787-1800.
Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-based learning analysis to improve students’ problem-solving abilities in science subject: A literature review. Journal of Innovative Science Education, 10(1), 79-86. DOI: https://doi.org/10.15294/JISE.V9I2.38505
Boyle, J. (2019). Teaching gravitational waves in the lower secondary school. Part III. Monitoring the effect of a STEM intervention on students’ attitude, self-efficacy and achievement. Physics Education, 54(2). DOI: https://doi.org/10.1088/1361-6552/aaf771
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca. & R. Brandt (Eds). 21st century skills: Rethinking how students learn (pp. 51-76). Solution Tree Press.
English, L., Hudson, P., & Dawes, L. (2013). Engineering-based problem-solving in the middle school: Design and construction with simple machines. Journal of Pre-College Engineering Education Research, 3(2), 1-13. DOI: https://doi.org/10.7771/2157-9288.1081
Fisher, R. (1990). Teaching children to think. Stanley Thornes.
Force, U. S. T. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in California public education. Californians Dedictaed to Education Foundation.
Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service.
Gulhan, F., & Sahin, F. (2016). The effects of science-technology-engineering-math (STEM) integration on 5th grade students’ perceptions and attitudes towards these areas. Journal of Human Sciences, 13(1), 602-620.
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. DOI: https://doi.org/10.1111/ssm.12077
Guzey, S. S., Moore, T. J., Harwell, M., & Moreno, M. (2016). STEM integration in middle school life science: Student learning and attitudes. Journal of Science Education and Technology, 25(4), 550-560. DOI: https://doi.org/10.1007/s10956-016-9612-x
Han, S. (2017). Korean students’ attitudes toward STEM project-based learning and major selection.
Educational Sciences: Theory and Practice, 17(2), 529-548.
Hebebci, M. T., & Usta, E. (2022). The Effects of Integrated STEM Education Practices on Problem-solving Skills, Scientific Creativity, and Critical Thinking Dispositions. Participatory Educational Research, 9(6), 358-379. DOI: https://doi.org/10.17275/per.22.143.9.6
Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29, 66-75.
Hussain, S., Lindh, J., & Shukur, G. (2006). The effect of LEGO Training on Pupils’ School Performance in Mathematics, Problem-solving Ability and Attitude: Swedish Data. Educational Technology & Society, 9 (3), 182-194.
Inceoglu, M. (2000). Attitude-perception communication, (3rd edition). Imaj Publishing House.
Kardas, N., Anagun, S. S., & Yalcinoglu, P. (2014). Adaptation of problem-solving inventory to elementary school students: Confirmatory factor analysis results. Electronic Journal of Social Sciences, 13(51), 182-194. DOI: https://doi.org/10.17755/esosder.35695
Karisan, D., & Yurdakul, Y. (2017). The effect of microprocessor-supported science-technology- engineering-math (STEM) applications on 6th grade students’ attitudes towards these fields. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 8(1), 37-52.
Kirgiz, H., & Koyuncu, A. (2016). The effect of science centers on success in international exams. Journal of Research in Informal Environments, 1(1), 52-60.
Kurt, M., & Benzer, S. (2020). An Investigation on the Effect of STEM Practices on Sixth Grade Students’ Academic Achievement, Problem-solving Skills, and Attitudes towards STEM. Journal of Science Learning, 3(2), 79-88.
Kucuk, S., & Sisman, B. (2020). Students’ attitudes towards robotics and STEM: Differences based on gender and robotics experience. International Journal of Child-Computer Interaction, 23, 100167. DOI: https://doi.org/10.1016/j.ijcci.2020.100167
Lie, R., Guzey, S., & Moore, T. J. (2019). Implementing engineering in diverse upper elementary and middle school science classrooms: Student learning and attitudes. Journal of Science Education and Technology, 28(2), 104-117. DOI: https://doi.org/10.1007/s10956-018-9751-3
Lou, S. J., Shih, R. C., Ray Diez, C., & Tseng, K. H. (2011). The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students. International Journal of Technology and Design Education, 21, 195-215. DOI: https://doi.org/10.1007/s10798-010-9114-8
Madison-Harris, R., Muoneke, A., & Times, C. (2012). Using formative assessment to improve student achievement in the core content areas. Southeast Comprehensive Center.
Mahoney, M. P. (2010). Students’ attitudes toward STEM: Development of an instrument for high school STEM-based programs. Journal of Technology Studies, 36(1), 24-34.
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons international comparisons of science, technology, engineering and mathematics (STEM) education. Australian Council of Learned Academies.
Martaningsih, S. T., Maryani, I., Prasetya, D. S., Purwanti, S., Sayekti, I. C., Abdul Aziz, N. A., & Siwayanan, P. (2022). STEM problem-based learning module: a solution to overcome elementary students’ poor problem-solving skills. Pegem Journal of Education and Instruction, 12(4), 340-348. DOI: https://doi.org/10.47750/pegegog.12.04.35
Meyrick, K. M. (2011). How STEM education improves student learning. Meridian K-12 School Computer Technologies Journal, 14(1), 1-6.
MNE (Ministry of National Education) (2016). STEM education report. Ministry of National Education General Directorate of Innovation and Educational Technologies (YEGİTEK).
Morgan, J.R., Moon, A.M., & Barroso, L.R. (2013). Engineering better projects. In R. M. Capraro, M. M. Capraro, & J. Morgan (Eds.). STEM project-based learning: An Integrated science, technology, engineering, and mathematics (STEM) approach (pp. 29-39). Brill Sense.
Nugent, G., Barker, B., Grandgenett, N., & Adamchuk, V. I. (2010). Impact of robotics and geospatial technology interventions on youth STEM learning and attitudes. Journal of Research on Technology in Education, 42(4), 391-408. DOI: https://doi.org/10.1080/15391523.2010.10782557
Ogan-Bekiroglu, F. (2004). How much success: Traditional and alternative assessment and evaluation methods: Applications in physics. Nobel Publication Distribution.
Parno, Yuliati, L., & Ni’Mah, B. Q. A. (2019). The influence of PBL-STEM on students’ problem-solving skills in the topic of optical instruments. Journal of Physics: Conference Series, 1171, p. 012013. IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1171/1/012013
Pekbay, C. (2017). The effects of science technology engineering and mathematics activities on middle school students. Unpublished Doctoral Dissertation. Hacettepe University.
Polya, G. (1971). How to solve it: A new aspect of mathematical method. Princeton University Press.
Popa, R. A., & Ciascai, L. (2017). Students’ Attitude towards STEM Education. Acta Didactica Napocensia, 10(4), 55-62.
Sari, Y. S., Selisne, M., & Ramli, R. (2019). Role of students worksheet in STEM approach to achieve competence of physics learning. Journal of Physics: Conference Series, 1185(1), p. 012096. DOI: https://doi.org/10.1088/1742-6596/1185/1/012096
Sari, U., Celik, H., Pektas, H. M., & Yalcin, S. (2022). Effects of STEM-focused Arduino practical activities on problem-solving and entrepreneurship skills. Australasian Journal of Educational Technology, 38(3), 140-154. DOI: https://doi.org/10.14742/ajet.7293
Scott, C. (2012). An investigation of science, technology, engineering and mathematics (STEM) focused high schools in the US. Journal of STEM Education: Innovations & Research, 13(5).
Sahin, N., Sahin, N. H., & Heppner, P. P. (1993). Psychometric properties of the problem-solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 17, 379-396. DOI: https://doi.org/10.1007/BF01177661
Sirakaya, M., Alsancak-Sirakaya, D., & Korkmaz, O. (2020). The impact of STEM attitude and thinking style on computational thinking determined via structural equation modeling. Journal of Science Education and Technology, 29, 561-572. DOI: https://doi.org/10.1007/s10956-020-09836-6
Tseng, K. H., Chang, C. C., Lou, S. J., & Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87-102. DOI: https://doi.org/10.1007/s10798-011-9160-x
Tytler, R. (2020). STEM education for the twenty-first century. In J. Anderson & Y. Li (Eds.) Integrated approaches to STEM education: An international perspective (pp. 21-43). Springer.
Tytler, R., Appelbaum, P., & Swanson, D. (2015). Subject matters of science, technology, mathematics and engineering. Sage.
Wood, J. M. (2007). Understanding and computing Cohen’s Kappa: A tutorial. WebPsychEmpiricist. http://wpe.info/papers_table.html
Yalcin, V., & Erden, S. (2021). The effect of STEM activities prepared according to the design thinking model on preschool children’s creativity and problem-solving skills. Thinking Skills and Creativity, 41, 100864. DOI: https://doi.org/10.1016/j.tsc.2021.100864
Yildirim, B. (2016). Investigation of 7th grade science technology engineering mathematics (STEM) applications integrated into science course and the effects of complete learning. Gazi University, Institute of Educational Sciences, Ankara.
Yilmaz, H., Koyunkaya, M. Y., Guler, F., & Guzey, S. (2017). Adaptation of Science, Technology, Engineering, Mathematics (STEM) Education Attitude Scale into Turkish. Kastamonu Education Journal, 25(5), 1787-1800.
How to Cite
Daye, S., & Ogan-Bekiroglu, F. (2025). Examination of the Effects of STEM Activities in Physics Subjects on Students’ Attitudes and Problem-Solving Skills . Science Insights Education Frontiers, 27(1), 4389–4416. https://doi.org/10.15354/sief.25.or713
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