Argümantasyon ve Otantik Öğrenme Tabanlı Stem Uygulamalarının 21. Yüzyıl Becerilerine ve Akademik Başarıya Etkisi

Abstract

In this research, the effects of argumentation and authentic learning-based STEM activities on students’ 21st century skills and academic achievement were examined. Teacher training was carried out with two science teachers for 120 minutes each day for nine days before the implementation. The research was conducted with a total of 120 fifth grade students in two different public schools. Convergent parallel design from mixed method research was preferred in the study. In the quantitative dimension of the study, a quasi experimental design with a pre-posttest control group was used. In both schools, a control group and two experimental groups were determined. In the qualitative dimension of the study, a case study design was used. Quantitative data collection tools included a 21st century learning and innovation skills scale, academic achievement tests and self assessment forms and a product evaluation rubric as evaluation tools. In this research, in which the purposive sampling method was used, video and audio recordings, semi structured interviews, activity sheets, student diaries, teacher and researcher observations, and observer forms were used as qualitative data collection tools. As a result of the study, significant differences were found between the overall scale, the collaboration and communication sub-dimension, and the pre-posttest scores of the three academic achievement tests. From the categories created as a result of the qualitative data, the students in the experimental group have been determined to attach great importance to the dimensions of questioning in critical thinking skills, originality in creativity skills, effective and efficient working in cooperation skills, expressing in communication skills, and defining the problem in STEM-based activities. Considering the effect of authentic learning-based STEM applications on students’ academic achievement and 21st century skills, it is recommended to integrate STEM with this approach and work on different groups and skills.