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In this study, the effect of STEM applications integrated with computer- supported materials on mathematics achievement in the subject of ratio-proportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning.
Berk et al. (Sun,) studied this question.