| dc.description.abstract | This study is the evaluation of the social studies course taught with SSTEM implementations on the attitudes of the 4th grade primary school students towards Social Studies discipline, on the 21st century learning and renewal skills, as well as the evaluation of the social studies lessons conducted with SSTEM based on the views of elementary school students. Embedded design, one of the mixed research methods, was used in the research. In the quantitative dimension of the study, the pretest-posttest experimental design with control group was used, and in the qualitative dimension, the basic qualitative research design was used. The study group of the research consists of 40 primary school 4th grade students. The data in the quantitative part of the study were obtained by using the “Social Studies Attitude Scale” and the “21st Century Learning and Renewal Skills Scale”. In the qualitative aspect of the research, data were collected with a semi-structured interview form, student diaries, engineering design diaries and researcher diaries. For the interviews, data were collected through a semi-structured interview form from 9 students with good-medium-low academic achievement, selected from the experimental group, with maximum variation sampling, one of the purposive sampling methods. Experimental application lasted for 6 weeks, and lessons were carried out with SSTEM implementations in the experimental group of the research. Mann Whitney U in comparisons between groups in the analysis of quantitative data; Wilcoxon signed-rank test was used for intragroup comparisons, and descriptive analysis was used in the analysis of qualitative data. As a result of the research, it was concluded that SSTEM education approach implementations affected their attitudes towards social studies lesson positively, and 21st century skills such as creative thinking, cooperation, communication and problem solving changed positively while students were doing SSTEM implementations. In line with the results obtained from the research, it has been suggested that similar studies can be carried out not only with the science, technology, engineering and mathematics disciplines that make up the STEM disciplines, but also in all disciplines and all education levels, in order to use the SSTEM education approach more widely and efficiently. | en_US |
