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Abstract
The purpose of the study is to determine the effect of argumentation-based inquiry approach (ABI) and STEM-supported ABI approach on students’ academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach.
Highlights
People need to keep up with the rapid change of information and technology in the 21st century that we live in (Aydın, Saka, & Guzey, 2017; Robinson, 2003)
The scientific creativity scores of the group in which STEM supported argumentation-based inquiry (ABI) applications were carried out were significantly higher than the other group
The focus of the research is to investigate the effects of ABI and STEM
Summary
People need to keep up with the rapid change of information and technology in the 21st century that we live in (Aydın, Saka, & Guzey, 2017; Robinson, 2003). One of the important steps of this attempt is enhancing the orientation towards gaining higher-level thinking skills rather than gaining lower-level thinking skills (Leou, Abder, Riordon & Zoller, 2006; Zoller, 1993).In this sense, when looking at the studies conducted, the argumentation method (Aydın & Kaptan, 2014; Cengiz & Kabapınar, 2017; Duru, Demir, Önen, & Similar, 2011; Ecevit & Kaptan, 2019; Erenler, 2017; Namdar & Salih, 2017; Şensoy & Aydoğdu, 2008; Özdem, Ertepınar, Çakıroğlu & Erduran, 2013; Şen, Yılmaz & Erdoğan, 2016) and STEM education approach in science education for the development of 21st century skills was determined to be highly effective (Akgündüz et al, 2015; Dejarnette, 2012; Daugherty, 2012; Çorlu, 2014). This research focuses on the impact of the argumentation and STEM education approach on reflective thinking and creative thinking skills of the 21st century skills via science education
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