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