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Abstract


EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY AND IMPULSE-MOMENTUM TOPICS ON CONCEPTUAL UNDERSTANDING LEVEL
In this study, the effects of the STEM (Science-Technology-Mathematics-Engineering) activities on the conceptual understanding of the prospective teachers were investigated on the topics of Work-Energy and Impulse-Momentum. In the study, semi-experimental model pre-test and post-test with control group was used. During the application step of the research, Work-Energy and Impulse-Momentum subjects were processed in STEM activities approach to the students in the experimental group. In the control group, the lessons were carried out with the traditional teaching methods. The second grade students of the Elementary Teacher School of Mathematics, who were studying at a state university, participated in the study. According to result of the study, although there is no statistically significant difference between the two groups in terms of conceptual understanding relating Work-Energy and Impulse-Momentum issues, meaningful positive effects of STEM activities on conceptual understanding are found.

Keywords
STEM Education, Conceptual Understanding, Work-Energy, Impulse-Momentum


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