Impact of STEM on Primary School Students' 21st Century Skills, NOS, and Learning Experiences

This study examines the influence of STEM activities on fourth-grade students’ 21st-century skills, their understanding of the nature of science (NOS), and their overall learning experiences. The research was conducted during the autumn term of the 2021–2022 academic year at a public primary school with a relatively low socioeconomic status. Over six weeks, STEM activities were integrated into the “Earth’s Crust and the Movements of Our Earth” unit in the Science curriculum. A mixed-method approach was employed, encompassing a quasi-experimental pretest-posttest control group design for the quantitative phase and a case study approach for the qualitative phase. The sample included 35 fourth-grade students. Data were obtained using the “21st Century Learning and Innovation Skills Scale,” the “Ideas About the Nature of Science Scale,” and unstructured observation notes. The findings indicated statistically significant improvements in the experimental group’s 21st-century skills, particularly creativity, innovation, critical thinking, and problem-solving. Moreover, the activities fostered enhanced cooperation and communication skills. Based on post-test results, the student’s understanding of the NOS also improved significantly. Qualitative analysis of teacher observation notes supported these outcomes, showing heightened student engagement, enjoyment, and active participation. Students produced more creative and reflective responses to scientific concepts, while their collaborative and communicative competencies were notably strengthened. In sum, STEM activities embedded within the 5E teaching model enriched the learning process by promoting scientific curiosity, critical thinking, and sustained motivation. Students’ requests for similar activities in other courses further underscored these interventions' positive impact and enduring appeal.