Student Experiences in Context-Based STEM Instructional Design: An Investigation Focused on Scientific Creativity and Interest in STEM Career

Abstract

This study aims to explore sixth-grade students’ experiences in context-based STEM activities centered around renewable energy, with a particular focus on their scientific creativity and interest in STEM careers. Adopting a qualitative research approach within a phenomenographic research design, the study was carried out during the 2022–2023 academic year. The participant group consists of 10 sixth-grade students attending a public school in Turkey. As part of the research, four lesson plans integrating STEM disciplines and based on context-based learning principles were developed. Each plan was implemented over four instructional hours, and the total intervention spanned a 16-week period. Data collection tools included a semi-structured interview form, a participant observation form, and student journals. The interview form featured open-ended questions designed to elicit students’ experiences during the implementation, along with selected items from the STEM Career Interest Survey (STEM-CIS) and the Scientific Creativity Scale (SCS). Data obtained through observations and student journals were subjected to content analysis. The resulting findings were organized into five main themes: creativity, STEM, learning experiences, engineering design, and perceived benefits. These findings were discussed in the light of the relevant literature, and suggestions for future research and practice were offered.