Effect of Problem-Based STEM Activities on 7th Grade Students' Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views

Abstract

Effect of problem-based STEM activities on 7th grade students' mathematics achievements, attitudes, anxiety, self-efficacy and views.

Ortaokul Öğrencilerinin Oran ve Orantı Konusunun Öğretiminde Kullanılan STEM Etkinliklerine Yönelik Görüşleri

“…In Turkey, it was observed that studies examining STEM activities for teaching mathematics concepts were fewer than studies on teaching science concepts. However, in recent years, it was seen that there was an increase in STEM studies with mathematics concepts (Aydın, 2019;Çiftçi, 2018;Daymaz, 2019;Delen & Uzun, 2018;Erçetin, 2021;Macun, 2019). Correspondingly the current study investigated middle school students' views about STEM activities used in teaching ratio and proportion concepts in a mathematics classroom.…”

Improving middle school students proportional reasoning through STEM activities

“…The findings of this study showed that students' problem solving, creative thinking, mental risk-taking, motivation, and attitudes towards the lesson increased by means of STEM activities. Correspondingly, Macun (2019) aimed to examine seventh-grade students' mathematics achievement, attitudes, opinions, and self-efficacy by teaching the topics of ratio, proportion, and percentages with STEM activities. The findings showed that STEM activities improved students' mathematics achievement, attitudes, opinions, and self-efficacy.…”

“…In addition, Güder and Gürbüz (2018) found that STEM activities increased interdisciplinary interaction in their study conducted with mathematics and science teachers and students. In some studies, it was revealed that STEM activities also increased academic achievement (Altan et al, 2016;Barcelona, 2014;Daymaz, 2019;Macun, 2019). However, Erçetin (2021) concluded STEM applications did not change students' mathematics achievement and attitudes.…”

Elimination of Misconceptions about Percentages with the Cognitive Conflict Approach

“…In order to understand the concept of percentages, students are expected to form their thinking patterns correctly. It is necessary for them to understand the multiple meanings and relationality of percentage (Parker & Leinhardt, Researchers have developed some successful strategies for teaching percentages, such as APOS (Bayraktar, 2020), PGBE (Mula & Hodnik, 2020), RME (Özçelik, 2015), and STEM (Macun, 2019). In addition, some studies have found that students have difficulties dealing with percentages, make mistakes, and have difficulties in understanding and solving problems related to percentages (Koay, 1998;Özbey & Köyceğiz-Gözeler, 2020).…”