The Effects of STEM Activities Conducted with the Flipped Learning Model on Primary School Students’ Scientific Creativity, Attitudes and Perceptions towards STEM

Abstract

The aim of this study is to determine the effects of STEM activities carried out with the flipped learning model within the scope of science class on the scientific creativity, perceptions about STEM, and attitudes towards STEM of 4th grade primary school students and to reveal students’ opinions about the learning process. The sample of this study consisted of 57 fourth grade students attending a public primary school in a city center in the Eastern Black Sea region in the spring semester of the 2021-2022 academic year. Mixed method was used in the study. Quasi-experimental method with experimental and control groups was used in the quantitative dimension of the study, and case study was used in the qualitative dimension. In the study, data were collected using the “Scientific Creativity Scale”, “STEM Attitude Scale”, “STEM Perception Test” and a “semi-structured interview form” developed by the researcher. SPSS 21 package program was used to analyze the collected quantitative data and content analysis was used to analyze the qualitative data. The quantitative results of the study revealed that STEM activities conducted with the Flipped Learning Model had a positive effect on students’ scientific creativity levels and STEM perceptions, but had no effect on their attitudes towards STEM. The qualitative results of the study revealed that students mostly found the activities useful, instructive and fun. In line with the results obtained from the study, the use of STEM activities supported by the Flipped Learning model is recommended at all levels of education.