The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level

STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review

“…Wannapiroon and Petsangsri (2020) [51] "STEAM Education is an educational approach that integrates science, technology, engineering, art, and mathematics in order to provide learners with creative skill, investigation skill, debate skill, critical thinking skill, and creativity and innovation [48] expressed a conception of STEM education in which the four disciplines are integrated, but their proposals appeared not to present the degree of integration adopted in theoretical works. As things stand, it has been impossible to confirm, in an objective way, the integration of the four STEM dominions in their educational interventions, as only scientific topics are explained, such as "force and movement" [43] and "energy" [44] and robotic activities [48]. Martín-Páez et al (2019) had previously addressed this problem [11] through the identification of 30% of the didactic interventions that, despite their declared status as interventions adhering to the STEM approach at a theoretical level, had not adapted their practices accordingly.…”

“…Oh et al (2013) [40] Creativity of the person Torrance's TTCT Creativity Test Engelman et al (2017) [41] Creativity of the person Ad hoc questionnaire Creativity of the context Öztürk and Seçken (2017) [42] Creativity of the person Ad hoc questionnaire Creativity of the context Kakarndee et al (2018) [43] Creativity of the person Creative Thinking Ability Test (CTAT) (ad hoc) Sattar-Rasul et al (2018) [44] Creativity of the person Ad hoc questionnaire McKlin et al (2018) [45] Creativity of the person Ad hoc questionnaire Creativity of the context Ozkan and Topsakal (2019) [46] Creativity of the person Torrance Verbal and Figural Creative Thinking Test (TTCT) (Torrance 1966) [50] Creativity of the product Ad hoc Rubric Wannapiroon and Petsangsri (2020) [51] Creativity of the person Torrance Verbal and Figural Creative Thinking Test (TTCT) (Torrance 1966) [55] Conradty and Bogner (2020) [52] Creativity of the person; Creativity of the context CPAC questionnaire (Miller and Dumford 2016) [57] Genek and Küçük (2020) [53] Creativity of the person Turkish adaptation of Scientific Creativity Test SCT (Çeliker and Balım 2012) [58] If we compare the approach adopted in the didactic interventions with the perspectives toward the evaluation of creativity, we can see that the potential creativity of the learning environment is usually considered in the interventions based on the STEAM educational approach, as well as personal creativity, (see [41,45,52]). On the contrary, it only occurred in one of the seven interventions based on STEM education (see [42]).…”

“…(p. 1)Genek and Küçük (2020)[53] "The integrative approach to STEM education involves integration of at least two STEM disciplines by taking the interests and experiences of both students and the teacher into account while maintaining the central focus of the discipline taught(Çorlu, Capraro, & Çorlu, 2015)." (p. 1715) Following this line of thought,Kakarndee et al (2018) [43], Sattar-Rasul et al (2018)[44] andPinasa and Srisook (2019)…”

The Impact of Teaching the Subject “Pressure” with STEM Approach on the Academic Achievements of the Secondary School 7th Grade Students and Their Attitudes Towards STEM

“…Han, Capraro ve Capraro (2015) tarafından matematik dersi kapsamında yürütülen proje tabanlı STEM eğitiminin, öğrencilerin başarı düzeylerinde artış sağladığı ve başarı düzeylerinde meydana gelen bu artışın özellikle performans düzeyi zayıf öğrencilerde gözlemlendiği belirtilmiştir. STEM eğitiminin öğrenciler üzerindeki etkisinin araştırıldığı başka bir çalışmada ise Kakarndee, Kudthalang ve Jansawang (2018), lise öğrencilerinin akademik başarılarının ve yaratıcı düşünme becerilerinin yükseldiği sonucuna ulaşmışlardır. Bu çalışmaların sonuçları, mevcut çalışmada da olduğu gibi STEM eğitiminin ilgili konu alanına yönelik öğrencilerin akademik başarı düzeylerini arttırma konusunda etkili olduğunu göstermektedirler.…”

FeTeMM Eğitiminin Akademik Başarıya Etkisini İnceleyen Çalışmaların Meta-Analizi

“…Sınıf içi öğretimde materyal kullanımının etkililik düzeyi: Bir meta-analiz çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1629-1644 Kakarndee, N., Kudthalang, N. & Jansawang, N. (2018)…”