The Effect of STEM Activities in Out-of-School Learning Environments on the Scientific Creativity of Middle School Students: Insect Hotel
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Oct 30, 2025
Abstract
This study aimed to determine the effect of the implementation of the STEM content “insect hotel” activity in out-of-school learning environments on the scientific creativity of middle school students. In the study, a quasi-experimental model with a pre-test post-test control group was used, which is one of the quantitative research methods. While the lessons were processed with STEM content activities in out-of-school learning environments in the experimental group, the lessons were carried out with current curriculum prepared by the Ministry of National Education in the control group. In the study conducted with 50 students, data were collected using the Scientific Creativity Test. Descriptive statistics and ANCOVA were used in the data analysis. It is observed that scientific creativity skills are at a higher level in the experimental group where STEM education is applied in out-of-school environments than in the control group where the current program is applied, and that STEM activities in out-of-school environments have a significant effect on students’ scientific creativity skills. It is thought that the application of STEM content activities in out-of-school learning environments is the biggest factor in increasing the creativity dimension of students by thinking, discussing and designing on the problem rather than theoretical knowledge.
Downloads
Download data is not yet available.
##plugins.themes.bootstrap3.article.details##
Keywords
STEM Education, Out-of-School Learning Environments, Middle School Students, Scientific Creativity
Supporting Agencies
No funding sources declared.
References
Ainsworth, H. L. and Eaton, S. E. (2010). Formal, Non-Formal and Informal Learning in the Sciences. Onate Press, ISBN-978-0-9733594-5-9, 48p.
Akbulut, Y. (2013). Analysis of data. In Kurt, A. (Ed.), Scientific research methods (pp. 139-162). Anadolu University Publications.
Aktamış, H. & Ergin, Ö. (2007). Determining the relationship between scientific process skills and scientific creativity. Hacettepe University Faculty of Education Journal, 33(33), 11-23.
Atabaş, Ü. (2020). The effects of STEM education on fourth grade students’ scientific creativity, reflective thinking skills for problem solving, and their views on STEM education in science class (Thesis No. 689748) [Doctoral dissertation, Marmara University- Istanbul]. National Thesis Center of the Council of Higher Education.
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56. DOI: https://doi.org/10.1016/j.edurev.2017.10.003
Braund, M. & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373-1388.
Breiner, J., Harkness S., Johnson C. and Koehler C. (2012). “What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships.,” School Science and Mathematics, 112(1), 3-11.
Bunting, C. J. (2006). Interdisciplinary Teaching Through Outdoor Education. Human Kinetics.
Büyükkurt, G. (2023). The effects of STEM education on fourth grade students’ scientific creativity, reflective thinking skills for problem solving, and their views on STEM education in science class (Thesis No. 689748) [Doctoral dissertation, Marmara University- Istanbul]. National Thesis Center of the Council of Higher Education.
Büyüköztürk, Ş. (2007). Handbook of Data Analysis for Social Sciences (8th Edition). Ankara: PegemA Publishing.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
Creswell, J. W. (2017). Research design. Qualitative, quantitative, and mixed methods approaches (Trans. Edt: S. B. Demir). Egiten Kitap Publishing
Demirkaynak, K. (2022). Examining teachers’ awareness levels and students’ attitudes towards STEM education according to various variables (Thesis No. 715982) [Master’s thesis, Sütçü İmam University-Kahramanmaraş]. National Thesis Center of the Council of Higher Education.
Deniş, H., & Balım, A. G. (2012). Adaptation process and evaluation criteria of scientific creativity scale into Turkish. Uşak University Journal of Social Sciences, 5(2), 1-21.
Dori, Y. J. ve Tal, R. T. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95-113.
Ekiz, D. (2009). Scientific research method. Anı publishing.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190.
Falk, J. H., & Dierking, L. D. (2010). The 21st century learning in informal science environments. National Research Council.
Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535–549.
Gülhan, F. (2016). The effect of Science-Technology-Engineering-Mathematics integration (STEM) on the perception, attitude, conceptual understanding and scientific creativity of 5th grade students (Thesis No. 473101) [Doctoral dissertation, Marmara University-Istanbul]. National Thesis Center of the Council of Higher Education.
Güneş, C. (2021). The effect of science course in the school garden on students’ academic success, motivation towards learning science and attitude towards science course (Thesis No. 684681) [Master’s thesis, Binali Yıldırım University- Erzincan]. National Thesis Center of the Council of Higher Education.
Hannu, S. (1993). Science centre education. Motivation and learning in informal education. Unpublished Doctoral Dissertation). Helsinki University Department of Teacher Education. Finland.
Hu, W. & Adey, P. (2002). A scientific creativity test for secondary schoolstudents. International Journal of Science Education, 24(4), 389–403.
Hu, W. & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403.
Kab, İ., & Açıkalın, M. (2016). Teaching social science-based courses with activities from real life: Examples from Germany, the United States, and Japan. Journal of National Education, 45(211), 45-61.
Karakaş, A. ve Sevim, S. (2019). Past, present and future of science education. In Bağ, H. and Say, S. (Eds.), New approaches in science education- I. (pp. 2-25). Pegem Academy.
Karakaya, F., & Yılmaz, M. (2017). The Effect of STEM Education Approach on Creative Thinking. Educational Technology Theory and Practice, 7(1), 74–98.
Kılıç, H. (2020). The effect of out-of-school learning environments on the academic achievement and attitudes of 5th grade students towards the unit Sun, Earth and Moon (Thesis No. 626913) [Master’s thesis, Kocaeli University-Kocaeli]. National Thesis Center of the Council of Higher Education.
Kline, P. (2000). Handbook of psychological testing. London: Routledge.
Konca-Şentürk, F. (2017). The effects of STEM activities on conceptual understanding and scientific creativity in science classes and student opinions (Thesis No. 483087) [Master’s thesis, Sıtkı Koçman University-Muğla]. National Thesis Center of the Council of Higher Education.
Kreuzer, P., & Dreesmann, D. (2017). Exhibitions and beyond: The influence of an optional course on student teachers’ perceptions and future usage of natural history museums. Journal of Science Teacher Education, 28(8), 651–673. DOI: https://doi.org/10.1080/1046560X.2017.1400803
Küçük, A. (2020). Teaching the 5th grade science unit of human and environment in out-of-school learning environments (Thesis No. 664255) [Doctoral dissertation, Recep Tayyip Erdoğan University-Rize]. National Thesis Center of the Council of Higher Education.
Lâçin-Şimşek, C., (2011). Out-of-school learning environments in science education. Pegem Academy.
Melber, L. H. and Abraham, L. M. (1999). Beyond the classroom: linking with informal education. Science Activities, 36, 3-4.
Merrill, C., (2009). “The Future of TE Masters Degrees: STEM”, Presentation at the 70th Annual International Technology Education Association Conference, Louisville, Kentucky.
Mert, E. (2019). Developing a scale of attitudes of prospective classroom teachers towards STEM education and examining the attitudes of prospective classroom teachers towards STEM education according to various variables (Thesis No. 628949) [Master’s thesis, Bülent Ecevit University-Zonguldak]. National Thesis Center of the Council of Higher Education.
Öksüz, N. (2022). Examining the attitudes of 8th grade secondary school students towards STEM education according to their anxiety and attitude levels towards science (Thesis No. 768566). [Master’s thesis, Çukurova University-Adana]. National Thesis Center of the Council of Higher Education.
Pedretti, E., 2002. T. Kuhn meets T. Rex: Critical conversations and new directions in science centres and museums. Studies in Science Education, 37, 1-42
Ramey, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97, 433-450. DOI: https://digitalcommons.unomaha.edu/slcest
Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the. Journal of Technology Studies, 36(1), 53-64.
Shanahan, M.-C., and Nieswandt, M. (2009). Creative Activities and Their Influence on Identification in Science: Three Case Studies. Journal of Elementary Science Education, 21(3), 63-79.
Snyder, P. A. & Lawson, S. (1993). Evaluating results using corrected and uncorrected effect size estimates. Journal of Experimental Education, 61, 331-349.
Summers, R., Alameh, S., Brunner, J., Maddux, J. M., Wallon, R. C. and Abd-El-Khalick, F. (2019). Representations of nature of science in u.s. science standards: a historical account with contemporary ımplications. Journal of Research in Science Teaching, 56(9), 1–35. DOI: https://doi.org/10.1002/tea.21551
Şahin, F. & Yıldırım, H. (2020). The Effect of STEM Activities on Scientific Creativity of Middle School Students. Turkish Journal of Science Education,17(1), 104–120.
Şen, A. İ. (2019). Out-of-school learning environments. Pegem Academy
Thomasian, J. (2011). Building a science, technology, engineering, and math education agenda. National Governors Association, US.
Torrance, E. P. (1966). Torrance tests of creative thinking. Educational and psychological measurement. DOI: https://doi.org/10.1037/t05532-000
Torrance, E. P. (1974). Torrance Tests of Creative Thinking. Scholastic Testing Service.
Utku, M. (2023). The effect of out-of-school learning on various variables in the field of social studies culture and heritage learning (Thesis No. 793289) [Master’s thesis, Binali Yıldırım University-Erzincan]. National Thesis Center of the Council of Higher Education.
Ünver, G. & Ayvacı, H. Ş. (2019). The Effects of STEM Activities in Out-of-School Learning Environments on Students’ Scientific Process Skills and Creativity. Education and Science, 44(199), 173–191.
Yatt, B., & McCade, J. (2011). Defining creativity and design. Creativity and design in technology & engineering education, 32-68.
Yıldırım, B. ve Altun, Y. (2015). Examining the effects of STEM education and engineering practices on science laboratory courses. El-Cezeri Journal of Science and Engineering, 2(2), 28-40.
Yılmaz, D. (2023). Supporting the physics curriculum of physics-themed exhibitions in science centers (Thesis No. 621134) [Master’s thesis, Sıtkı Kocaman University -Muğla]. National Thesis Center of the Council of Higher Education.
Akbulut, Y. (2013). Analysis of data. In Kurt, A. (Ed.), Scientific research methods (pp. 139-162). Anadolu University Publications.
Aktamış, H. & Ergin, Ö. (2007). Determining the relationship between scientific process skills and scientific creativity. Hacettepe University Faculty of Education Journal, 33(33), 11-23.
Atabaş, Ü. (2020). The effects of STEM education on fourth grade students’ scientific creativity, reflective thinking skills for problem solving, and their views on STEM education in science class (Thesis No. 689748) [Doctoral dissertation, Marmara University- Istanbul]. National Thesis Center of the Council of Higher Education.
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56. DOI: https://doi.org/10.1016/j.edurev.2017.10.003
Braund, M. & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373-1388.
Breiner, J., Harkness S., Johnson C. and Koehler C. (2012). “What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships.,” School Science and Mathematics, 112(1), 3-11.
Bunting, C. J. (2006). Interdisciplinary Teaching Through Outdoor Education. Human Kinetics.
Büyükkurt, G. (2023). The effects of STEM education on fourth grade students’ scientific creativity, reflective thinking skills for problem solving, and their views on STEM education in science class (Thesis No. 689748) [Doctoral dissertation, Marmara University- Istanbul]. National Thesis Center of the Council of Higher Education.
Büyüköztürk, Ş. (2007). Handbook of Data Analysis for Social Sciences (8th Edition). Ankara: PegemA Publishing.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
Creswell, J. W. (2017). Research design. Qualitative, quantitative, and mixed methods approaches (Trans. Edt: S. B. Demir). Egiten Kitap Publishing
Demirkaynak, K. (2022). Examining teachers’ awareness levels and students’ attitudes towards STEM education according to various variables (Thesis No. 715982) [Master’s thesis, Sütçü İmam University-Kahramanmaraş]. National Thesis Center of the Council of Higher Education.
Deniş, H., & Balım, A. G. (2012). Adaptation process and evaluation criteria of scientific creativity scale into Turkish. Uşak University Journal of Social Sciences, 5(2), 1-21.
Dori, Y. J. ve Tal, R. T. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95-113.
Ekiz, D. (2009). Scientific research method. Anı publishing.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190.
Falk, J. H., & Dierking, L. D. (2010). The 21st century learning in informal science environments. National Research Council.
Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23(5), 535–549.
Gülhan, F. (2016). The effect of Science-Technology-Engineering-Mathematics integration (STEM) on the perception, attitude, conceptual understanding and scientific creativity of 5th grade students (Thesis No. 473101) [Doctoral dissertation, Marmara University-Istanbul]. National Thesis Center of the Council of Higher Education.
Güneş, C. (2021). The effect of science course in the school garden on students’ academic success, motivation towards learning science and attitude towards science course (Thesis No. 684681) [Master’s thesis, Binali Yıldırım University- Erzincan]. National Thesis Center of the Council of Higher Education.
Hannu, S. (1993). Science centre education. Motivation and learning in informal education. Unpublished Doctoral Dissertation). Helsinki University Department of Teacher Education. Finland.
Hu, W. & Adey, P. (2002). A scientific creativity test for secondary schoolstudents. International Journal of Science Education, 24(4), 389–403.
Hu, W. & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403.
Kab, İ., & Açıkalın, M. (2016). Teaching social science-based courses with activities from real life: Examples from Germany, the United States, and Japan. Journal of National Education, 45(211), 45-61.
Karakaş, A. ve Sevim, S. (2019). Past, present and future of science education. In Bağ, H. and Say, S. (Eds.), New approaches in science education- I. (pp. 2-25). Pegem Academy.
Karakaya, F., & Yılmaz, M. (2017). The Effect of STEM Education Approach on Creative Thinking. Educational Technology Theory and Practice, 7(1), 74–98.
Kılıç, H. (2020). The effect of out-of-school learning environments on the academic achievement and attitudes of 5th grade students towards the unit Sun, Earth and Moon (Thesis No. 626913) [Master’s thesis, Kocaeli University-Kocaeli]. National Thesis Center of the Council of Higher Education.
Kline, P. (2000). Handbook of psychological testing. London: Routledge.
Konca-Şentürk, F. (2017). The effects of STEM activities on conceptual understanding and scientific creativity in science classes and student opinions (Thesis No. 483087) [Master’s thesis, Sıtkı Koçman University-Muğla]. National Thesis Center of the Council of Higher Education.
Kreuzer, P., & Dreesmann, D. (2017). Exhibitions and beyond: The influence of an optional course on student teachers’ perceptions and future usage of natural history museums. Journal of Science Teacher Education, 28(8), 651–673. DOI: https://doi.org/10.1080/1046560X.2017.1400803
Küçük, A. (2020). Teaching the 5th grade science unit of human and environment in out-of-school learning environments (Thesis No. 664255) [Doctoral dissertation, Recep Tayyip Erdoğan University-Rize]. National Thesis Center of the Council of Higher Education.
Lâçin-Şimşek, C., (2011). Out-of-school learning environments in science education. Pegem Academy.
Melber, L. H. and Abraham, L. M. (1999). Beyond the classroom: linking with informal education. Science Activities, 36, 3-4.
Merrill, C., (2009). “The Future of TE Masters Degrees: STEM”, Presentation at the 70th Annual International Technology Education Association Conference, Louisville, Kentucky.
Mert, E. (2019). Developing a scale of attitudes of prospective classroom teachers towards STEM education and examining the attitudes of prospective classroom teachers towards STEM education according to various variables (Thesis No. 628949) [Master’s thesis, Bülent Ecevit University-Zonguldak]. National Thesis Center of the Council of Higher Education.
Öksüz, N. (2022). Examining the attitudes of 8th grade secondary school students towards STEM education according to their anxiety and attitude levels towards science (Thesis No. 768566). [Master’s thesis, Çukurova University-Adana]. National Thesis Center of the Council of Higher Education.
Pedretti, E., 2002. T. Kuhn meets T. Rex: Critical conversations and new directions in science centres and museums. Studies in Science Education, 37, 1-42
Ramey, L. (1997). Learning science beyond the classroom. The Elementary School Journal, 97, 433-450. DOI: https://digitalcommons.unomaha.edu/slcest
Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the. Journal of Technology Studies, 36(1), 53-64.
Shanahan, M.-C., and Nieswandt, M. (2009). Creative Activities and Their Influence on Identification in Science: Three Case Studies. Journal of Elementary Science Education, 21(3), 63-79.
Snyder, P. A. & Lawson, S. (1993). Evaluating results using corrected and uncorrected effect size estimates. Journal of Experimental Education, 61, 331-349.
Summers, R., Alameh, S., Brunner, J., Maddux, J. M., Wallon, R. C. and Abd-El-Khalick, F. (2019). Representations of nature of science in u.s. science standards: a historical account with contemporary ımplications. Journal of Research in Science Teaching, 56(9), 1–35. DOI: https://doi.org/10.1002/tea.21551
Şahin, F. & Yıldırım, H. (2020). The Effect of STEM Activities on Scientific Creativity of Middle School Students. Turkish Journal of Science Education,17(1), 104–120.
Şen, A. İ. (2019). Out-of-school learning environments. Pegem Academy
Thomasian, J. (2011). Building a science, technology, engineering, and math education agenda. National Governors Association, US.
Torrance, E. P. (1966). Torrance tests of creative thinking. Educational and psychological measurement. DOI: https://doi.org/10.1037/t05532-000
Torrance, E. P. (1974). Torrance Tests of Creative Thinking. Scholastic Testing Service.
Utku, M. (2023). The effect of out-of-school learning on various variables in the field of social studies culture and heritage learning (Thesis No. 793289) [Master’s thesis, Binali Yıldırım University-Erzincan]. National Thesis Center of the Council of Higher Education.
Ünver, G. & Ayvacı, H. Ş. (2019). The Effects of STEM Activities in Out-of-School Learning Environments on Students’ Scientific Process Skills and Creativity. Education and Science, 44(199), 173–191.
Yatt, B., & McCade, J. (2011). Defining creativity and design. Creativity and design in technology & engineering education, 32-68.
Yıldırım, B. ve Altun, Y. (2015). Examining the effects of STEM education and engineering practices on science laboratory courses. El-Cezeri Journal of Science and Engineering, 2(2), 28-40.
Yılmaz, D. (2023). Supporting the physics curriculum of physics-themed exhibitions in science centers (Thesis No. 621134) [Master’s thesis, Sıtkı Kocaman University -Muğla]. National Thesis Center of the Council of Higher Education.
How to Cite
Karsli Ertan, F., & Özay Köse, E. (2025). The Effect of STEM Activities in Out-of-School Learning Environments on the Scientific Creativity of Middle School Students: Insect Hotel . Science Insights Education Frontiers, 30(2), 4883–4901. https://doi.org/10.15354/sief.25.or831
Issue
Section
Original Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.