The Effect of the Application of STEM Based on the 6E learning model on Student Science Achievement

This study aims to examine the academic achievement of sixth-grade students and their perceptions of the learning process through STEM activities implemented using the 6E Learning Model in the ‘Force and Motion’ unit of the sixth-grade Science curriculum. In this context, to achieve the learning objectives of the "Force and Motion" unit, students participated in STEM activities guided by the 6E Learning Model for two weeks (eight lesson hours). A mixed research design was used in the study. The study was conducted in a public school located in a district of a major city. The sample was selected using purposive sampling. A total of 83 students from four randomly selected classes were included in the study, forming the experimental group (n=42) and the control group (n=41). An achievement test was used to collect quantitative data, and five open-ended questions regarding the 6E Learning Model-based STEM activities process were used to gather qualitative data. The independent-samples t-test was used to analyze the quantitative data, and descriptive analysis was employed for the qualitative data. The analyses indicated that the mean achievement scores of the experimental group were significantly higher than those of the control group. This quantitative finding was supported by the students' positive views on the 6E Learning Model-based STEM activities.