The Effect of the Application of STEM Based on the 6E learning model on Student Science Achievement
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Published
Jan 27, 2026
Abstract
This study aims to examine the academic achievement of sixth-grade students and their perceptions of the learning process through STEM activities implemented using the 6E Learning Model in the ‘Force and Motion’ unit of the sixth-grade Science curriculum.
In this context, to achieve the learning objectives of the "Force and Motion" unit, students participated in STEM activities guided by the 6E Learning Model for two weeks (eight lesson hours). A mixed research design was used in the study. The study was conducted in a public school located in a district of a major city. The sample was selected using purposive sampling. A total of 83 students from four randomly selected classes were included in the study, forming the experimental group (n=42) and the control group (n=41).
An achievement test was used to collect quantitative data, and five open-ended questions regarding the 6E Learning Model-based STEM activities process were used to gather qualitative data. The independent-samples t-test was used to analyze the quantitative data, and descriptive analysis was employed for the qualitative data.
The analyses indicated that the mean achievement scores of the experimental group were significantly higher than those of the control group. This quantitative finding was supported by the students' positive views on the 6E Learning Model-based STEM activities.
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Keywords
6E Learning Model, STEM Application, Secondary School Students
Supporting Agencies
No funding sources declared.
References
Altunel, M. (2018). STEM eğitimi ve Türkiye: Fırsatlar ve riskler [STEM education and Turkey: Opportunities and risks]. SETA. https://www.setav.org/stem-egitimi-ve-turkiye-firsatlar-ve-riskler/
Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış [An overview of mixed method research]. Elektronik Sosyal Bilimler Dergisi, 11(42), 1–21. https://dergipark.org.tr/tr/pub/esosder/issue/6156/82721
Burke, B. N. (2014). The ITEEA 6E Learning ByDesign™ model: Maximizing informed design and inquiry in the integrative STEM classroom. Technology and Engineering Teacher, 73(6), 14–19. https://eric.ed.gov/?id=EJ1049196
Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı (24. baskı) [Handbook of data analysis for social sciences (24th ed.)]. Pegem Akademi Yayınları.
Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Burbaite, R., Stuikys, V., & Marcinkevicius, R. (2012). The LEGO NXT robot-based e-learning environment to teach computer science topics. Elektronika ir Elektrotechnika, 18(9), 113–116. https://doi.org/10.5755/j01.eee.18.9.2825
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Heinemann.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35. https://eric.ed.gov/?id=EJ898909
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Çakmak, E. K. (2007). Çoklu ortamlarda dar boğaz: Aşırı bilişsel yüklenme[Bottleneck in multimedia environments: Excessive cognitive load].Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(2), 1–24. https://doi.org/10.17152/gefd.54187
Çarıkcı, K., Meral, H., Berkil, S., Çalışır, A., Önala, L., & Arslan, Ö. (2024). Nitel araştırmalarda tematik analiz [Thematic analysis in qualitative research]. Socrates Journal of Interdisciplinary Social Researches, 10(37), 127–140. https://doi.org/10.5281/zenodo.10509707:contentReference[oaicite:1]{index=1}
Dewey, J. (1925). Experience and nature. Chicago: Open Court Publishing Company.
Flogie, A., & Aberšek, B. (2015). Transdisciplinary approach of science, technology, engineering and mathematics education. Journal of Baltic Science Education, 14(6), 779–790. https://oaji.net/articles/2016/987-1479544205.pdf
Forehand, M. (2005). Bloom’s taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 41–47).
Gelen, İ. (2017). P21-Program ve öğretimde 21. yüzyıl beceri çerçeveleri (ABD uygulamaları) [P21-21st century skills frameworks in curriculum and instruction (U.S. practices)]. Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(2), 15–29. https://dergipark.org.tr/tr/pub/jier/issue/33877/348852
Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service, Library of Congress. https://sgp.fas.org/crs/misc/R42642.pdf
Hacıoğlu, Y., & Gülhan, F. (2021). The effects of STEM education on the students’ critical thinking skills and STEM perceptions. Journal of Education in Science Environment and Health, 7(2), 139–155. https://doi.org/10.21891/jeseh.771331
Harman, G., & Yenikalaycı, N. (2021). STEM Eğitiminde Mühendislik Tasarım Sürecine Dayalı Etkinliklere Yönelik Fen Bilgisi Öğretmen Adaylarının Görüşleri [Opinions of pre-service science teachers on engineering design process–based activities in STEM education]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 53(53), 206-226. https://doi.org/10.15285/maruaebd.729672
Hashim, H., Ali, M. N., & Shamsudin, M. A. (2018). Enhancing an entrepreneurial mindset in secondary school students by introducing the green-STEM project via the integration of the 6E instructional model. Journal of Science and Mathematics Education in Southeast Asia, 41(2), 173–192. https://eric.ed.gov/?id=EJ1247020
Hsiao, H. S., Lin, Y. W., Lin, K. Y., Lin, C. Y., Chen, J. H., & Chen, J. C. (2022). Using robot-based practices to develop an activity that incorporated the 6E model to improve elementary school students’ learning performances. Interactive Learning Environments, 30(1), 85–99. https://doi.org/10.1080/10494820.2019.1636090
Hsiao, H. S., Chen, J. C., Chen, J. H., Chien, Y. H., Chang, C. P., & Chung, G. H. (2023). A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns. Educational Technology Research and Development, 71(4), 1821–1849. https://doi.org/10.1007/s11423-023-10216-1
Hsiao, H. S., Chen, J. H., Chang, T. I., & et al. (2024). A study on the effects of using the 6E model and a robot teaching assistant on junior high school students’ STEM knowledge, learning motivation, and hands-on performance. Journal of Science Education and Technology, 33(5), 759–778. https://doi.org/10.1007/s10956-024-10119-7
Hsu, Y. S., & Fang, S. C. (2019). Opportunities and challenges of STEM education. In Asia-Pacific STEM teaching practices (pp. 1–16). Springer, Singapore.
İnci, S., & Kaya, V. H. (2022). Eğitimde Multidisipliner, Disiplinlerarası Ve Transdisipliner Kavramları [Multidisciplinary, interdisciplinary, and transdisciplinary concepts in education].Milli Eğitim Dergisi, 51(235), 2757-2772. https://doi.org/10.37669/milliegitim.905241
Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. National Research Council.
Lin, C., & Chiang, J. K. (2019). Using 6E model in STEAM teaching activities to improve university students’ learning satisfaction: A case of development seniors IoT smart cane creative design. Journal of Internet Technology, 20, 2109–2116. https://jit.ndhu.edu.tw/article/view/219
Lin, K. Y., Hsiao, H. S., Williams, P. J., & Chen, Y. H. (2020). Effects of 6E-oriented STEM practical activities in cultivating middle school students’ attitudes toward technology and technological inquiry ability. Research in Science & Technological Education, 38(1), 1–18. https://doi.org/10.1080/02635143.2018.1561432
Lin, Y.-H., Lin, H.-C. K., Wang, T.-H., & Wu, C.-H. (2023). Integrating the STEAM-6E Model with Virtual Reality Instruction: The Contribution to Motivation, Effectiveness, Satisfaction, and Creativity of Learners with Diverse Cognitive Styles. Sustainability, 15(7), 6269. https://doi.org/10.3390/su15076269v
Love, T. S., & Deck, A. (2015). The ocean platform engineering design challenge: Flooded with STEM content and practices. Science Scope, 39(3), 33–40. https://www.jstor.org/stable/43691479
Mayers, A. (2013). Introduction to statistics and SPSS in psychology. Pearson Education Limited.
Milli Eğitim Bakanlığı (2024). Türkiye Yüzyılı Maarif Modeli Fen Bilimleri Dersi Öğretim Programı ve Kılavuzu (3,4,5,6,7 ve 8. sınıflar)[Turkey Century Maarif Model Science Curriculum and Guide (Grades 3–8)]. Ankara, Türkiye: Talim Terbiye Kurulu Başkanlığı.
Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research (J-PEER, 4(1), 1–13. https://doi.org/10.7771/2157-9288.1069
Nicolescu, B. (1999). The transdisciplinary evolution of learning. Talk at the American Educational Research Association (AERA), Annual Meeting, Montréal, Canada, April 1999, Round-Table "Overcoming the Underdevelopment of Learning: A Transdisciplinary View".
Nuangchalerm, P. (2018). Investigating views of STEM primary teachers on STEM education. Chemistry: Bulgarian Journal of Science Education, 27(2), 208–215 https://chem-bjss.org/chemistry-bulgarian-journal-science-education/2018/27-2/208-215
Obarski, K., Boyce, A., Cloran, K., Driesen, R., Jordan, B., Latimer, S., & Peskett, J. (2013). Implementing STEM: STEM in the virtual environment. Florida Virtual School. https://www.flvs.net/docs/default-source/research/STEM_White_Paper.pdf
Örgüt, M. (2022). Türkiye'de STEM eğitimi araştırmalarının incelenmesi ve STEM eğitimi model önerisinin sunulması [Examination of STEM education research in Turkey and proposal of a STEM education model] (Master’s thesis). Amasya Üniversitesi, Fen Bilimleri Enstitüsü.
Özer, İ. E. (2019). 6. sınıf kuvvet ve hareket ünitesinde gerçekleştirilen Algodoo temelli etkinliklerin öğrencilerin tasarım becerilerine ve akademik başarılarına etkisi[The effects of Algodoo-based activities on students’ design skills and academic achievement in the 6th grade forces and motion unit] (Master’s thesis). Aksaray Üniversitesi, Fen Bilimleri Enstitüsü, İlköğretim (Fen Bilgisi Eğitimi) Anabilim Dalı.
Piaget, J. (1969). The intellectual development of the adolescent. In G. Caplan & S. Lebovici (Eds.), Adolescence: Psychosocial perspectives (pp. 22–26). New York: Basic Books.
Razali, N. M. & Wah, Y. B. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21-33. https://www.nrc.gov/docs/ML1714/ML17143A100.pdf
Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8(2), 1–21. https://doi.org/10.1186/s40594-020-00259-8
Sanjayanti, A., Rustaman, N., & Hidayat, T. (2019). 6E learning by design in facilitating logical thinking and identifying algae. AIP Conference Proceedings, 2194, 020109. https://doi.org/10.1063/1.5139841
Sirajudin, N., & Suratno, J. (2021, March). Developing creativity through STEM education. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012211). IOP Publishing.
Stohlmann, M., Moore, T. J., McClelland, J., & Roehrig, G. H. (2011). Impressions of a middle grades STEM integration program educators share lessons learned from the implementation of a middle grades STEM curriculum mode. Middle School Journal, 43(1), 32–40. https://doi.org/10.1080/00940771.2011.1146179
Štuikys, V., & Burbaitė, R. (2018). Smart STEM-driven computer science education: Theory, methodology and robot-based practices. Cham: Springer.
Styron, R. A. (2013). Interdisciplinary education: A reflection of the real world. Systemics, Cybernetics and Informatics, 11(9), 47–52.
Şahin, Ş., & Kılıç, A. (2023). Proje tabanlı 6E öğrenme modelinin etkinliği[Effectiveness of project-based 6E learning model]. Avrupa Açık, Uzaktan ve E-Öğrenme Dergisi, 25(1), 31–48. https://doi.org/10.2478/eurodl-2023-0003
Uştu, H. ve Mentiş Taş, A. (2020). Disiplinlerarası öğretim: İlkokullarda stem eğitiminin bütünleştirilmesine yönelik yaklaşımlar[Interdisciplinary teaching: Approaches to integrating STEM education in primary schools]. Çukurova Araştırmaları, 6(2), 248-257. https://doi.org/10.29228/cukar.44209
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
Yazıcı, Y. Y. (2019). 6E öğrenme modeline dayalı FeTeMM eğitiminin girişimcilik, tutum, meslek ilgisine etkisi ve öğrenci görüşleri[Effects of STEM education based on 6E learning model on entrepreneurship, attitude, career interest, and student opinions](Master’s thesis). Kırıkkale Üniversitesi, Fen Bilimleri Enstitüsü, Kırıkkale.
Yazıcı, Y. Y., Hacıoğlu, Y., & Sarı, U. (2023). Entrepreneurship, STEM attitude, and career interest development through 6E learning byDeSIGN™ model based STEM education. International Journal of Technology and Design Education, 33(4), 1525–1545. https://doi.org/10.1007/s10798-022-09780-z
Yılmaz, M., & Yalçın, N. (2021). 6E öğrenme modeline dayalı öğretimin öğrenci başarısı ve tutumlarına etkisi [Effects of teaching based on 6E learning model on student achievement and attitudes]. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 11(2), 75-90.
Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış [An overview of mixed method research]. Elektronik Sosyal Bilimler Dergisi, 11(42), 1–21. https://dergipark.org.tr/tr/pub/esosder/issue/6156/82721
Burke, B. N. (2014). The ITEEA 6E Learning ByDesign™ model: Maximizing informed design and inquiry in the integrative STEM classroom. Technology and Engineering Teacher, 73(6), 14–19. https://eric.ed.gov/?id=EJ1049196
Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı (24. baskı) [Handbook of data analysis for social sciences (24th ed.)]. Pegem Akademi Yayınları.
Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Burbaite, R., Stuikys, V., & Marcinkevicius, R. (2012). The LEGO NXT robot-based e-learning environment to teach computer science topics. Elektronika ir Elektrotechnika, 18(9), 113–116. https://doi.org/10.5755/j01.eee.18.9.2825
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Heinemann.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35. https://eric.ed.gov/?id=EJ898909
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Çakmak, E. K. (2007). Çoklu ortamlarda dar boğaz: Aşırı bilişsel yüklenme[Bottleneck in multimedia environments: Excessive cognitive load].Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(2), 1–24. https://doi.org/10.17152/gefd.54187
Çarıkcı, K., Meral, H., Berkil, S., Çalışır, A., Önala, L., & Arslan, Ö. (2024). Nitel araştırmalarda tematik analiz [Thematic analysis in qualitative research]. Socrates Journal of Interdisciplinary Social Researches, 10(37), 127–140. https://doi.org/10.5281/zenodo.10509707:contentReference[oaicite:1]{index=1}
Dewey, J. (1925). Experience and nature. Chicago: Open Court Publishing Company.
Flogie, A., & Aberšek, B. (2015). Transdisciplinary approach of science, technology, engineering and mathematics education. Journal of Baltic Science Education, 14(6), 779–790. https://oaji.net/articles/2016/987-1479544205.pdf
Forehand, M. (2005). Bloom’s taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 41–47).
Gelen, İ. (2017). P21-Program ve öğretimde 21. yüzyıl beceri çerçeveleri (ABD uygulamaları) [P21-21st century skills frameworks in curriculum and instruction (U.S. practices)]. Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(2), 15–29. https://dergipark.org.tr/tr/pub/jier/issue/33877/348852
Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service, Library of Congress. https://sgp.fas.org/crs/misc/R42642.pdf
Hacıoğlu, Y., & Gülhan, F. (2021). The effects of STEM education on the students’ critical thinking skills and STEM perceptions. Journal of Education in Science Environment and Health, 7(2), 139–155. https://doi.org/10.21891/jeseh.771331
Harman, G., & Yenikalaycı, N. (2021). STEM Eğitiminde Mühendislik Tasarım Sürecine Dayalı Etkinliklere Yönelik Fen Bilgisi Öğretmen Adaylarının Görüşleri [Opinions of pre-service science teachers on engineering design process–based activities in STEM education]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 53(53), 206-226. https://doi.org/10.15285/maruaebd.729672
Hashim, H., Ali, M. N., & Shamsudin, M. A. (2018). Enhancing an entrepreneurial mindset in secondary school students by introducing the green-STEM project via the integration of the 6E instructional model. Journal of Science and Mathematics Education in Southeast Asia, 41(2), 173–192. https://eric.ed.gov/?id=EJ1247020
Hsiao, H. S., Lin, Y. W., Lin, K. Y., Lin, C. Y., Chen, J. H., & Chen, J. C. (2022). Using robot-based practices to develop an activity that incorporated the 6E model to improve elementary school students’ learning performances. Interactive Learning Environments, 30(1), 85–99. https://doi.org/10.1080/10494820.2019.1636090
Hsiao, H. S., Chen, J. C., Chen, J. H., Chien, Y. H., Chang, C. P., & Chung, G. H. (2023). A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns. Educational Technology Research and Development, 71(4), 1821–1849. https://doi.org/10.1007/s11423-023-10216-1
Hsiao, H. S., Chen, J. H., Chang, T. I., & et al. (2024). A study on the effects of using the 6E model and a robot teaching assistant on junior high school students’ STEM knowledge, learning motivation, and hands-on performance. Journal of Science Education and Technology, 33(5), 759–778. https://doi.org/10.1007/s10956-024-10119-7
Hsu, Y. S., & Fang, S. C. (2019). Opportunities and challenges of STEM education. In Asia-Pacific STEM teaching practices (pp. 1–16). Springer, Singapore.
İnci, S., & Kaya, V. H. (2022). Eğitimde Multidisipliner, Disiplinlerarası Ve Transdisipliner Kavramları [Multidisciplinary, interdisciplinary, and transdisciplinary concepts in education].Milli Eğitim Dergisi, 51(235), 2757-2772. https://doi.org/10.37669/milliegitim.905241
Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. National Research Council.
Lin, C., & Chiang, J. K. (2019). Using 6E model in STEAM teaching activities to improve university students’ learning satisfaction: A case of development seniors IoT smart cane creative design. Journal of Internet Technology, 20, 2109–2116. https://jit.ndhu.edu.tw/article/view/219
Lin, K. Y., Hsiao, H. S., Williams, P. J., & Chen, Y. H. (2020). Effects of 6E-oriented STEM practical activities in cultivating middle school students’ attitudes toward technology and technological inquiry ability. Research in Science & Technological Education, 38(1), 1–18. https://doi.org/10.1080/02635143.2018.1561432
Lin, Y.-H., Lin, H.-C. K., Wang, T.-H., & Wu, C.-H. (2023). Integrating the STEAM-6E Model with Virtual Reality Instruction: The Contribution to Motivation, Effectiveness, Satisfaction, and Creativity of Learners with Diverse Cognitive Styles. Sustainability, 15(7), 6269. https://doi.org/10.3390/su15076269v
Love, T. S., & Deck, A. (2015). The ocean platform engineering design challenge: Flooded with STEM content and practices. Science Scope, 39(3), 33–40. https://www.jstor.org/stable/43691479
Mayers, A. (2013). Introduction to statistics and SPSS in psychology. Pearson Education Limited.
Milli Eğitim Bakanlığı (2024). Türkiye Yüzyılı Maarif Modeli Fen Bilimleri Dersi Öğretim Programı ve Kılavuzu (3,4,5,6,7 ve 8. sınıflar)[Turkey Century Maarif Model Science Curriculum and Guide (Grades 3–8)]. Ankara, Türkiye: Talim Terbiye Kurulu Başkanlığı.
Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research (J-PEER, 4(1), 1–13. https://doi.org/10.7771/2157-9288.1069
Nicolescu, B. (1999). The transdisciplinary evolution of learning. Talk at the American Educational Research Association (AERA), Annual Meeting, Montréal, Canada, April 1999, Round-Table "Overcoming the Underdevelopment of Learning: A Transdisciplinary View".
Nuangchalerm, P. (2018). Investigating views of STEM primary teachers on STEM education. Chemistry: Bulgarian Journal of Science Education, 27(2), 208–215 https://chem-bjss.org/chemistry-bulgarian-journal-science-education/2018/27-2/208-215
Obarski, K., Boyce, A., Cloran, K., Driesen, R., Jordan, B., Latimer, S., & Peskett, J. (2013). Implementing STEM: STEM in the virtual environment. Florida Virtual School. https://www.flvs.net/docs/default-source/research/STEM_White_Paper.pdf
Örgüt, M. (2022). Türkiye'de STEM eğitimi araştırmalarının incelenmesi ve STEM eğitimi model önerisinin sunulması [Examination of STEM education research in Turkey and proposal of a STEM education model] (Master’s thesis). Amasya Üniversitesi, Fen Bilimleri Enstitüsü.
Özer, İ. E. (2019). 6. sınıf kuvvet ve hareket ünitesinde gerçekleştirilen Algodoo temelli etkinliklerin öğrencilerin tasarım becerilerine ve akademik başarılarına etkisi[The effects of Algodoo-based activities on students’ design skills and academic achievement in the 6th grade forces and motion unit] (Master’s thesis). Aksaray Üniversitesi, Fen Bilimleri Enstitüsü, İlköğretim (Fen Bilgisi Eğitimi) Anabilim Dalı.
Piaget, J. (1969). The intellectual development of the adolescent. In G. Caplan & S. Lebovici (Eds.), Adolescence: Psychosocial perspectives (pp. 22–26). New York: Basic Books.
Razali, N. M. & Wah, Y. B. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21-33. https://www.nrc.gov/docs/ML1714/ML17143A100.pdf
Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8(2), 1–21. https://doi.org/10.1186/s40594-020-00259-8
Sanjayanti, A., Rustaman, N., & Hidayat, T. (2019). 6E learning by design in facilitating logical thinking and identifying algae. AIP Conference Proceedings, 2194, 020109. https://doi.org/10.1063/1.5139841
Sirajudin, N., & Suratno, J. (2021, March). Developing creativity through STEM education. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012211). IOP Publishing.
Stohlmann, M., Moore, T. J., McClelland, J., & Roehrig, G. H. (2011). Impressions of a middle grades STEM integration program educators share lessons learned from the implementation of a middle grades STEM curriculum mode. Middle School Journal, 43(1), 32–40. https://doi.org/10.1080/00940771.2011.1146179
Štuikys, V., & Burbaitė, R. (2018). Smart STEM-driven computer science education: Theory, methodology and robot-based practices. Cham: Springer.
Styron, R. A. (2013). Interdisciplinary education: A reflection of the real world. Systemics, Cybernetics and Informatics, 11(9), 47–52.
Şahin, Ş., & Kılıç, A. (2023). Proje tabanlı 6E öğrenme modelinin etkinliği[Effectiveness of project-based 6E learning model]. Avrupa Açık, Uzaktan ve E-Öğrenme Dergisi, 25(1), 31–48. https://doi.org/10.2478/eurodl-2023-0003
Uştu, H. ve Mentiş Taş, A. (2020). Disiplinlerarası öğretim: İlkokullarda stem eğitiminin bütünleştirilmesine yönelik yaklaşımlar[Interdisciplinary teaching: Approaches to integrating STEM education in primary schools]. Çukurova Araştırmaları, 6(2), 248-257. https://doi.org/10.29228/cukar.44209
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
Yazıcı, Y. Y. (2019). 6E öğrenme modeline dayalı FeTeMM eğitiminin girişimcilik, tutum, meslek ilgisine etkisi ve öğrenci görüşleri[Effects of STEM education based on 6E learning model on entrepreneurship, attitude, career interest, and student opinions](Master’s thesis). Kırıkkale Üniversitesi, Fen Bilimleri Enstitüsü, Kırıkkale.
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How to Cite
Türkmen, H., & Edis, F. N. (2026). The Effect of the Application of STEM Based on the 6E learning model on Student Science Achievement. Science Insights Education Frontiers, 32(1), 5141–5164. https://doi.org/10.15354/sief.26.or165
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