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Abstract


THE EFFECTS OF LEGO SUPPORTED SCIENCE TEACHING ON STUDENTS' SCIENTIFIC PROCESS SKILLS AND STEM ATTITUDE
In this study, the effects of LEGO supported STEM activities on the scientific process skills of secondary school students and their attitudes towards STEM were examined. In the study a total of 25 students in 7th grade level participated in the 2015-2016 academic year and simple machines course subject were taught with LEGO supported STEM activities. Activities continued for 8 weeks. In this research, pre-test/post-test single-group research model was applied. "Scientific Process Skills Test" and "STEM Attitude Test" were used as data collection tools. The data obtained were analyzed by using SPSS package program. In the results of the statistical analysis, it was determined that there was a significant difference between students' scientific process skills (p<.05) and their attitudes towards STEM (p<.05). According to these findings, it was concluded that implementation of LEGO supported STEM activities in science courses contributed positively to the students' scientific process skills and their attitude towards STEM.

Keywords
LEGO, STEM, scientific process skills, simple machines, science course


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