The Effect of Context-Based STEM Activities on Secondary School Students' Scientific Literacy and STEM Motivation

Abstract

The aim of this study is to determine the effect of the integration of the REACT strategy, which is an practicing of the context-based learning method, with STEM education on students' scientific literacy and STEM motivation. The research was conducted with 82 seventh grade students in the 2021-2022 academic year. In the research, a quasi-experimental design with pre-test post-test control group was used. Scientific literacy scale and STEM motivation scale were used as data collection tools in the research. Before the practicing, these scales were applied to all three groups as a pre-test. Then, context-based REACT strategy-supported STEM activities were applied to the experimental-I group, context-based REACT strategy-supported activities to the experimental-II group, and science practicing teaching program to the control group. After the practicing was completed, the scales were applied to the groups as a post-test. ANCOVA test was used in the analysis of the data. According to the data obtained from the research, it has been determined that the level of positive influence of the experimental-I group, in which context-based STEM activities were applied, in terms of scientific literacy and STEM motivation, was higher than that of the control groups, in which context-based learning activities were applied, experiment-II and science practicing curriculum.