The effect of STEM supported research-inquiry-based learning approach on the scientific creativity of 7th grade students


Kırıcı M. G., Bakırcı H.

Journal of Pedagogical Research, vol.5, no.2, pp.19-35, 2021 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 5 Issue: 2
  • Publication Date: 2021
  • Doi Number: 10.33902/jpr.2021067921
  • Journal Name: Journal of Pedagogical Research
  • Journal Indexes: ERIC (Education Resources Information Center)
  • Page Numbers: pp.19-35
  • Van Yüzüncü Yıl University Affiliated: Yes

Abstract

This research aims to examine the effect of science, technology, engineering and mathematics (STEM)

supported research-inquiry-based learning approach on the scientific creativity of 7th grade students. A

pre-test and post-test quasi-experimental design with the control group was adopted into the research.

The participants of this research were 64 secondary school students, 35 of whom were in the experimental

group and 29 of whom were in the control group. To examine the effect of the intervention, a scientific

creativity test was used and Wilcoxon signed ranks test, Mann-Whitney U-test, dependent t-tests were

performed to analyse the data. The results revealed a significant difference in scientific creativity test

scores, favoring the experimental group. When the subscales originality, flexibility and fluency were

analysed, a significant difference in favor of the post-test of the experimental group was noted. However,

no significant difference was found between the pre-post test scores of the control group. This means that

the intervention has the potential to increase the scientific creativity of seventh grade students. Drawing

on the results of this research, we argue that STEM supported education should be used to identify the

appropriate steps of the engineering design process for secondary school and high school levels.