EXAMINING PROJECT-BASED STEM TRAINING IN A PRIMARY SCHOOL

Abstract

This research primarily aims to examine project-based STEM training implemented in astate primary school in Turkey regarding teachers’ and students’ views. The phenomenologicaldesign, which is one of the qualitative research designs, was exclusively adopted in the study.The research sampling consisted of 18 students and 2 teachers working at a state primary schoollocated in an Anatolian province during the 2017-2018 academic year. The research data werecollected through interviews some of which were voice-recorded and analyzed through contentanalysis. Research findings revealed that successful implementation of STEM practicesnecessitates a systematic working plan consisting of preparation, implementation andevaluation stages. Besides, it was revealed that STEM training practices facilitate unearthingstudents’ talents and developing their critical thinking and problem-solving skills as well asmanual dexterity. The research findings also suggested that these practices increasecooperation among students, help them develop a positive attitude towards the lesson andbehave more carefully during the classes. Nonetheless, various problems such as inadequatespace, teaching materials and group-work driven problems were observed during STEMpractices. Based on the research findings, it is suggested that STEM training should beseparately implemented without being included in a single discipline.