Original article | Journal of Innovative Research in Teacher Education 2023, Vol. 4(2) 298-310
Sümeyye Aydın Gürler
pp. 298 - 310 | DOI: https://doi.org/10.29329/jirte.2023.572.8 | Manu. Number: MANU-2304-24-0004.R1
Published online: September 26, 2023 | Number of Views: 48 | Number of Download: 398
Abstract
This study aimed to determine the case of middle school students’ attitudes towards STEM on predicting their perceptions of innovative thinking. The study was carried out using the correlational research design, and the sample consisted of 558 middle school students studying at schools in a district in Turkey's Southeastern Anatolia Region in the 2022-2023 academic year. Data were collected using the “Personal Information Form,” the “Attitude towards STEM Scale,” and the “Perception of Innovative Thinking Scale.” Descriptive, correlational, simple, and multiple regression analyses were performed for data analysis. Analyses revealed that students had high levels of attitudes towards STEM and high levels of perceptions of innovative thinking. A positive and significant relationship was found between the attitudes towards STEM and its sub-dimensions and the perception of innovative thinking. In addition, it was found that attitudes towards STEM and its sub-dimensions significantly predicted perceptions of innovative thinking. On the other hand, the sub-dimensions of attitudes towards STEM that most significantly predicted perceptions of innovative thinking were found to be 21st-century skills, mathematics, science, engineering, and technology, in order of importance. Based on the findings, recommendations were provided.
Keywords: Attitude towards STEM, Innovative thinking, Middle school student.
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