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.

1. Introduction

Students’ connection with science is often limited to abstract concepts and memorized formulas. However, truly understanding science requires discovering it within everyday life and the real world. At this point, Context-Based Learning (CBL) becomes a pivotal approach; it takes science beyond classroom walls and enables students to interact with the world around them. This learning model helps students not only acquire knowledge but also experience it by linking complex scientific concepts to real-life events (Gilbert, 2006; King et al., 2008). CBL aims to provide students with meaningful and lasting learning experiences by utilizing real-world contexts throughout the learning process. Through the integration of scientific concepts into students’ everyday lives, this approach fosters deeper understanding (Kelley & Knowles, 2016). One of the core principles of CBL is to draw students into authentic contexts where they feel a “need to know” (King, 2009; A. T. Schwartz, 2006). In this way, students enhance their ability to apply learned concepts to real-world problems, making their learning experiences more meaningful (D. L. Schwartz et al., 2009). This vision offered by context-based learning has been the main driving force of this study, providing a flexible foundation for designing an instructional plan that supports students in innovative ways.

1.1. A Real-Life Context

In context-based instruction, the “context” is the core and structural foundation of the approach and instructional process. Teaching begins with a context familiar to the student’s socio-cultural environment; the concepts are then introduced within this context and further connected to other contexts, enhancing the effectiveness of instruction (Aydin-Ceran, 2018). McDermott (1993) compares context to an empty container—such as a soup bowl—into which other elements are placed. Thus, the context shapes the boundaries of content. Extending the soup bowl metaphor, it can be argued that a real-life context can shape a range of skills and attitudes, since context is a key factor in creating learning opportunities (Finkelstein, 2005; Wenger, 2014). Therefore, selecting a context that aligns with the targeted skills and attitudes—and incorporating it into a well-structured lesson plan—is a central argument of this study. In line with this premise, the real-life context selected for this study is renewable energy sources. Choosing renewable energy sources as the contextual basis of the study directly aligns with the United Nations’ 2030 Sustainable Development Goals (SDGs). In particular, Goal 7: Affordable and Clean Energy and Goal 13: Climate Action encourage the development of innovative educational approaches focusing on energy efficiency and environmental sustainability (Arora & Mishra, 2019). Science curricula encompass a broad range of concepts, among which energy-related topics particularly emphasize the practical applications of science in everyday life (Shahbazloo & Mirzaie, 2023).

1.2. Context-Based STEM Lesson Design in Science Education

Context-based lesson design has emerged as a vital pedagogical approach that makes learning meaningful by connecting scientific concepts with students’ daily lives. Within the framework of constructivist paradigms, this approach promotes learning through real-world and meaningful contexts, thereby supporting deeper understanding and long-term retention of scientific knowledge (Bennett et al., 2007). Incorporating real-life examples into lesson plans not only increases student motivation but also enhances their ability to use scientific concepts to solve practical problems, aligning instruction with 21st-century educational goals (Gilbert et al., 2011). Research shows that context-based science teaching positively impacts both the cognitive and affective gains of students. For instance, Rennie et al. (2012) found that students exposed to science instruction integrated with real-life contexts demonstrated significant improvement in critical thinking and problem-solving skills. Furthermore, CBL increases students’ interest in science and their perception of its relevance to their lives, fostering a long-term connection to the subject (Bulte et al., 2006).

Despite these advantages, the application of context-based learning in addressing interdisciplinary themes such as sustainability and renewable energy remains limited. These themes not only require scientific knowledge but also demand integration with engineering, technology, and mathematics to create holistic learning experiences (Honey et al., 2014). Consequently, CBL has recently gained prominence as an effective method in STEM education. By enabling students to relate STEM learning materials to the real world and apply them in daily life, this approach plays a critical role in enhancing motivation and supporting meaningful learning (Sevian et al., 2018). Pilot and Bulte (2006), two leading advocates of CBL, argue that incorporating contexts into educational processes helps students develop critical thinking and problem-solving skills, effectively preparing them for STEM careers. During problem-solving processes, students’ ability to use diverse perspectives contributes to their multidimensional thinking, thereby significantly enhancing creativity (Aguilera & Ortiz-Revilla, 2021). At this point, the core aim of instructional strategies—skills development—comes into focus. A review of the literature reveals that STEM-based practices have recently been seen as effective strategies for developing creativity and creative thinking (Han et al., 2021; Le et al., 2023; Saregar & Susanti, 2020). Aguilera and Ortiz-Revilla (2021), in their review of STEM education studies conducted between 2010 and 2020, reported that a common finding was STEM education’s positive impact on student creativity. As Craft (2002) noted, the thematic context may either limit or enhance students’ creativity, raising an important pedagogical question. The literature clearly indicates the interaction between STEM and creativity. However, when STEM is implemented as a teaching method, particularly in science education, questions still remain: How does STEM affect creativity on a contextual level? And to what extent does a contextually designed instructional plan influence students’ science-specific creativity? Exploring how a context-based STEM instructional organization provides opportunities for fostering scientific creativity is thus a key aspect of this research. Accordingly, while examining students’ experiences with the implemented instructional design, the study followed a structure centered on the targeted skills and attitudes—especially scientific creativity.

1.3. Science-Specific Creativity: Why Scientific Creativity?

One major reason for focusing on this skill is that creative thinking has become one of the most crucial 21st-century competencies prioritized globally. International reports repeatedly emphasize creative thinking and creative problem-solving among the top-tier 21st-century skills (Organisation for Economic Co-Operation and Development [OECD], 2019a, 2019b, 2023a; World Economic Forum [WEF], 2020, 2023; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2021). Moreover, through the PISA 2022 assessment, the OECD highlighted the importance of fostering students’ abilities to generate, evaluate, and improve diverse and original ideas, especially in the domain of scientific problem-solving (Organisation for Economic Co-Operation and Development [OECD], 2023b). Solving problems, formulating hypotheses, designing experiments, and making technical innovations all require a specific form of creativity inherent to science (Lin et al., 2003). Scientific creativity, a domain-specific term in science education (Meyer & Lederman, 2013, p. 400), refers to the ability of individuals to develop original, innovative, and practical solutions by employing scientific processes and methods. It encompasses generating new ideas, approaching problems from multiple angles, and integrating existing knowledge with new insights (Hu & Adey, 2002). As Runco and Jaeger (2012) define, creativity is “the ability to produce something both novel and useful,” a key trait for developing innovative solutions in science. When focusing on the development of scientific creativity potential, it becomes evident that the implementation of context-based STEM education—serving as the core instructional framework of the study—enhances middle school students’ creative problem-solving and scientific idea generation skills (Zhan et al., 2024). Similarly, Yoon et al. (2018) found that lessons designed within a context-based learning framework improved students’ ability to transfer knowledge, integrate concepts from various disciplines, and produce innovative solutions. Scientific creative thinking is influenced not only by content itself but also by how that content is presented. When learning tasks are embedded in real-life contexts, students are more likely to engage emotionally and cognitively in the learning process (Lee & Park, 2020). The current literature suggests that scientific creativity is further reinforced when interdisciplinary and authentic contexts are integrated into instruction. Individuals who can think creatively in STEM fields contribute to scientific and technological advancement and develop innovative solutions to pressing issues in these domains (Sawyer, 2006). In this context, our study also investigates how students’ experiences intersect with their awareness of STEM careers. It is crucial for elementary students to recognize and develop an interest in STEM careers and scientific creativity at an early age, as this may foster a desire to pursue careers in these fields (Bybee, 2013). Hence, another focus of the study is on students’ interest in pursuing careers related to STEM.

1.4. Why Is Interest in Stem Careers Important?

Science, Technology, Engineering, and Mathematics (STEM) represent some of the most critical disciplines of our era. Interest in STEM careers significantly affects individuals’ career pathways and contributes to national economic development (Blotnicky et al., 2018; Bybee, 2010; Kier et al., 2014; B. Wang & Li, 2022). Historically, STEM has formed one of the cornerstones of modern education (National Science Foundation, 1996). Students’ perceptions of STEM education and careers begin to take shape at an early age and can influence their future orientation toward these fields (Maltese & Tai, 2010). Beyond affecting individual career preferences, interest in STEM careers also drives national scientific and technological progress. Research suggests that fostering STEM awareness at an early age plays a critical role in increasing interest and reducing anxiety related to these fields (Bui et al., 2024; Bybee, 2010; Cooper et al., 2018; Sáinz et al., 2022). In science education programs, STEM-focused instruction has emerged as a key factor in enhancing student interest in STEM fields (Hiğde & Aktamış, 2022; Soylu, 2016). Margot and Kettler (2019) showed that relating STEM activities to real-world problems helps students develop a deeper understanding of STEM careers. In short, increasing interest in STEM careers is a critical factor in shaping both individual futures and societal well-being.

Based on all these considerations, this study developed a context-based STEM instructional intervention focused on renewable energy sources as a real-life context, underpinned by the idea that fostering individuals with creativity and STEM career awareness is vital for societal well-being. The transformation of context-based instruction in alignment with sustainable development goals requires learning approaches that support not only theoretical knowledge but also creativity and problem-solving skills. Contexts like renewable energy—topical and socially significant—aid students in making sense of scientific concepts and spark interest in STEM careers (Sevian et al., 2018; Gilbert, 2006). The positive impact of context-based learning on students’ creative thinking skills has been widely documented in the literature (Ültay & Çalık, 2012). By examining the effects of CBL on students’ scientific creativity in the context of renewable energy, this study aims to contribute to a relatively limited body of research. On the other hand, the literature reveals that young students’ interest in STEM careers tends to be low, influenced by gender stereotypes and the perceived inaccessibility of these professions (M. T. Wang & Degol, 2017). This study aims to challenge such perceptions through a context-based STEM approach. Accordingly, this research intends to demonstrate how a context-based learning design focused on renewable energy helps students understand technological and environmental challenges while enhancing their scientific creativity. Furthermore, it seeks to measure the impact of CBL on students’ perceptions of STEM careers and offer solutions for disadvantaged groups.

Based on the problem discussed above, this study explores the following research question:

How do middle school students experience and make sense of context-based STEM instructional design in relation to their scientific creativity and interest in STEM careers?

2. Materials and Methods

This research was conducted using the qualitative research method of phenomenography. The primary purpose of phenomenographic research is to identify and describe the qualitatively different ways in which individuals understand a given phenomenon (Guisasola et al., 2023). From a phenomenographic perspective, a phenomenon represents “the combination of different ways in which an aspect of the world is conceived or experienced” by a group of individuals (Bruce, 1999). Thus, the aim is not to uncover a single, universal essence of experience but to map the variation in conceptions across participants. Phenomenography adopts a second-order perspective, focusing on how people experience and make sense of the world, rather than making claims about the world itself (Marton, 1981; Marton & Booth, 1997; Marton & Pong, 2005). In this view, a conception is understood as comprising both referential aspects (what the phenomenon means) and structural aspects (how its dimensions are discerned).

In the present study, this design was employed to capture the diverse ways in which sixth-grade students experienced and conceptualized context-based STEM activities. By examining these variations, the study provides insights into the dynamic and context-sensitive nature of student learning experiences.

2.1. Study Group

The study was conducted during the 2022–2023 academic year with 10 volunteer students (6 girls and 4 boys) enrolled in the 6th grade of a public school in Turkey. A convenience sampling method was used, and one of the determining factors in sample selection was that one of the researchers was employed as a teacher at the school (Singleton & Straits, 2005). The school where the students were enrolled is considered socio-culturally and socio-economically disadvantaged.

2.2. Data Collection Tools

Three different data collection tools were used in the study, adopting an approach that values data triangulation. Data triangulation involves comparing data collected under different conditions that reflect the same social phenomenon (Hammersley & Atkinson, 1995). Different types of data related to the same research question allow for cross-checking, comparison, and validation (Patton, 2002). This approach enables the researcher to determine the meaning, function, and impact of the studied concepts under varying conditions (Denzin, 2009). The data collection tools used in this study are presented below in order.

2.2.1. Semi-Structured Interview Form

Interviewing is defined as a technique for collecting data through verbal communication (Creswell, 2007; A. Yıldırım & Şimşek, 2011). The semi-structured interview form, developed to obtain comparative results, was designed in line with the research questions and relevant literature, targeting students who participated in context-based STEM activities. The form included open-ended questions aimed at uncovering students’ experiences during the implementation process, as well as selected items from the Interest in STEM Careers Scale ([STEM-CIS], Kier et al., 2014) and the Scientific Creativity Test ([SCT], Hu & Adey, 2002). In this context, students’ scientific creativity skills and their interest in STEM careers were examined as integral components of their lived experiences. The SCT included in the interview form was originally developed by Hu and Adey (2002) and later adapted into Turkish by Deniş Çeliker and Balım (2012). The SCT consists of seven open-ended questions, each encompassing multiple sub-dimensions. For this study, items 1, 3, 6, and 7 were selected based on their relevance to the research context. Specifically, item 1 assesses the use of objects for scientific purposes, item 3 evaluates the student’s ability to design technical products, item 6 measures creative experimental abilities, and item 7 assesses the skill to design innovative scientific products.

The selected items were particularly intended to explore the relationship between the design-oriented dimension of context-based STEM activities and the sub-dimensions of scientific creativity. Although the SCT is often employed in quantitative studies, its items are suitable for qualitative interpretation and analysis.

Additionally, questions designed to identify students’ attitudes toward STEM careers were adapted from the STEM-CIS, developed by Kier et al. (2014) for middle school students and translated into Turkish by Koyunlu-Ünlü et al. (2016). The scale consists of four sub-dimensions—science, technology, engineering, and mathematics—each comprising 10 items, for a total of 40 items on a 5-point Likert scale. In this study, the purpose of using the STEM-CIS was to determine the impact of students’ experiences with context-based STEM activities on their interest in STEM careers.

In addition to the questions from the SCT and STEM-CIS, the interview form also included open-ended questions developed by the researcher and finalized with feedback from two experts in science education. The goal was to construct an interview form that could examine students’ learning experiences from a multidimensional perspective. The form was piloted with three 7th-grade students to identify and revise any parts that were difficult to understand. The final version of the semi-structured interview form consisted of five sections. The first section included 8 open-ended questions, the second had 6, and the third contained 5, resulting in a total of 19 open-ended questions. The fourth and fifth sections included selected items from the SCT and STEM-CIS. Each section of the semi-structured interview form was administered by the researchers at different time intervals and on different days. This approach aimed to ensure that students could allocate sufficient time to each section and express their genuine knowledge and experiences without becoming bored or fatigued. Sample items used in each section are presented below.

• Section 1 (Sample Items)

• How would you describe your learning experience on the topic of renewable energy sources through Life-Based Instruction integrated with STEM?
• Based on the activities we conducted in the classroom, how would you explain the importance of renewable energy sources in real life? Can you provide examples?

• Section 2 (Sample Items)

• Imagine you are an engineer! There is an environmental problem affecting people. You want to solve this problem by using renewable energy sources. What kind of design would you create? Please show your design with a drawing and provide explanations on your drawing.
• What did you take into consideration when proposing a solution to the problem during the STEM activities?

• Section 3 (Sample Items)

• Did the activities you participated in influence your interest in the fields of science, mathematics, engineering, and technology? Could you explain why?
• Did the activities through which you learned about renewable energy sources affect the career you are considering for the future? For example, did your opinion change?

• Section 4 (Sample Items)—“Scientific Creativity Test by Hu and Adey (2002)”

• Please write down the different ways you could use a piece of glass for scientific purposes.
• If you had the opportunity to make an ordinary bicycle more interesting, more useful, and more esthetically pleasing, what would you do?

• Section 5—“Interest in STEM Careers Scale” Koyunlu-Ünlü et al. (2016)

2.2.2. Participant Observation Form

Observation is a method used to describe behaviors in a specific environment or institution in a detailed manner (Patton, 2002; A. Yıldırım & Şimşek, 2011). In this study, the researcher aimed to define the cultural context related to the subject matter and actively participated in the process for this purpose. Accordingly, the first author assumed the role of a “participant observer” and attempted to analyze the environment in which they were situated (Denzin & Lincoln, 2007; A. Yıldırım & Şimşek, 2011). In addition, an open-ended participant observation form was developed to analyze students’ behaviors during the implementation process. This form was filled out by the researchers through brief field notes taken throughout the instructional process. Furthermore, video recordings made during the lessons were reviewed by other researchers to identify any overlooked observations, which were then added to the observation form. The participant observation form was finalized based on feedback from two experts in the field of science education. The final version of the form included 10 open-ended questions designed to examine students’ behaviors and engagement throughout the context-based STEM activities. The participant observation form is presented in Section S1.

2.2.3. Diary Form

In this study, students were encouraged to express their learning experiences and the knowledge they had acquired through responses to diary prompts (Bolger et al., 2003; Flick, 2009). For this purpose, after each lesson plan was implemented, students were asked to complete the diary form at home. The diary was designed based on the research questions and relevant literature, specifically for students who participated in context-based STEM activities, with the aim of generating comparative data. Within the diary, students were invited to reflect on their creativity skills and their thoughts regarding STEM careers. Thus, the diary served to complement and support the data collected via other instruments. Furthermore, the questions in the diary were designed to address students’ learning experiences from a multidimensional perspective. The diary questions were finalized based on feedback from two experts in science education. During each use of the diary form, the researchers provided guidance to students who encountered difficulties in understanding the questions or articulating their thoughts. The final version of the diary form included 13 open-ended questions. Examples of the items used in the diary form are presented below.

“I had difficulties while carrying out the activities because…”

“Carrying out the activities was very enjoyable because…”

“How did my teacher guide me while carrying out the activity?”

2.3. Data Analysis

This study was designed around the development of context-based STEM activities and focused on students’ interest in STEM careers and their scientific creativity. To reveal participants’ experiences, feelings, and thoughts, the following instruments were used: the semi-structured interview form, the diary form, and the participant observation form. The data obtained from the interview questions (excluding those derived from the Scientific Creativity Test [SCT] and Interest in STEM Careers Scale [STEM-CIS]), as well as from the diary and observation forms, were analyzed using the content analysis method. Content analysis is a technique used to conceptualize written data, logically sequence the emerging concepts, and identify them under common themes (Strauss & Corbin, 1990). All collected data were read independently by the researcher and a subject-matter expert in science education. The insights were then integrated and recorded in a coding schema. The content analysis process followed the four steps outlined by A. Yıldırım and Şimşek (2011): data coding, development of themes, organization of codes and themes, interpretation of findings.

Initially, raw data were carefully reviewed by the researchers, and preliminary codes and memos were created (Saldana, 2019). Following these reviews, the final coding process was conducted. The researchers met periodically to compare their coded results. Shared codes were accepted, while any differences were re-evaluated collaboratively. During this process, key concepts related to students’ experiences, particularly in relation to creativity and interest in STEM careers, were closely examined. In this study, the scores obtained from the SCT, which is one of the sections of the semi-structured interview form, were not regarded merely as statistical values but were interpreted as qualitative representations of students’ modes of thinking. The quantitative scores were associated with categories and themes during the content analysis process and were supported with direct quotations to contextualize students’ creativity profiles. This perspective is consistent with the approach of ‘interpreting quantitative data within a qualitative context’ in qualitative research (Creswell & Plano Clark, 2011). For example, a response with a probability of less than 5% and thus evaluated with 2 or 3 points indicates students’ tendency to think beyond conventional patterns. These scores do not merely reflect frequency; rather, they provide qualitative insights into the diversity of students’ creative thinking processes. Accordingly, the fluency score was interpreted as the student’s capacity to generate multiple ideas, the flexibility score as an indicator of the diversity of thought processes, and the originality score as a marker of rare and creative thinking (Hu & Adey, 2002). Nevertheless, the findings obtained from the scale were not reported solely in terms of numerical distributions; rather, they were treated as qualitative indicators reflecting students’ tendencies toward STEM careers and their levels of identification with these fields. For example, a student’s response of ‘agree’ or ‘strongly agree’ was not only represented by a high score but also interpreted in a qualitative context as an expression of the student’s interest, motivation, and level of identification with STEM domains. In this sense, a high score in the science sub-dimension was not reduced to a mechanical interpretation such as ‘the student is interested in science’; when considered alongside interview data, it was endowed with a qualitative meaning that demonstrated how the student positioned science as a fundamental component of their future career orientation. Thus, the scores provided by the STEM-CIS were evaluated not only as quantitative measures of students’ current attitudes but also as qualitative cues offering insights into their processes of professional identity construction. Therefore, STEM-CIS data were utilized in the content analysis process not merely as numerical trends but as a contextual interpretive framework enabling a multidimensional understanding of students’ learning experiences and career perceptions.

Once raw data were identified and coded, and an inductive analysis approach was adopted to group the codes into categories. These categories were then grouped into broader themes in order to present the results in a clear and meaningful way for readers. Throughout the coding, categorization, and thematization process, the researcher engaged in repeated readings of the data to ensure reliability and depth. As a result of this process, 5 themes, 13 categories, and 51 codes were developed. To justify the formation of the codes and themes, direct quotations from both students and the participant observer were included. Student responses were labeled as “S1, S2, …” and the participant observer’s as “PO” (e.g., “S1” refers to the first student selected in random order).

The entire implementation process was video recorded. During implementation, the researcher observed and documented students’ reactions, their engagement in activities, creative ideas generated during the design phase, and the progression of their knowledge and skills throughout the lessons. If there were any aspects missed during real-time observation, the video recordings were reviewed afterward for supplementary analysis. These observations and video data supported collaborative discussion during the coding process and facilitated triangulation across different data sources. Figure 1 presents the data analysis process, illustrating how raw data were transformed into codes, categories, and themes, and how quantitative instruments (SCT, STEM-CIS) were reinterpreted qualitatively within this framework.

2.4. Credibility and Ethics

In qualitative research, ensuring credibility and ethical integrity is of critical importance for the reliability and validity of the study. Credibility refers to the extent to which the findings accurately reflect participants’ experiences and realities (Lincoln & Guba, 1985). In this study, the criteria proposed by Lincoln and Guba (1985) were adopted to ensure both ethical standards and credibility. Accordingly, ethical approval was first obtained from the Ethics Committee of Necmettin Erbakan University in Turkiye, and permission to conduct the study was granted by the Ministry of National Education. Since qualitative research involves collecting data regarding individuals’ personal views and experiences, participants were informed about the study in advance, beyond just obtaining institutional approval. Written informed consent was also obtained from students’ parents, and it was clearly stated that students could withdraw from the study at any time. Only the data of students who voluntarily agreed to participate were used in the study. To protect the confidentiality of the participants and prevent disclosure of their personal information, codes were used in place of real names, and these codes were also employed in storing and presenting the data.

In qualitative studies, demonstrating transparency in the data collection and analysis processes is considered essential for ensuring credibility (Arslan, 2022; Lincoln & Guba, 1985). Therefore, several measures were taken to enhance credibility in this research. Multiple data collection tools were used to enable data triangulation. Feedback from subject-matter experts in science education was sought during both data collection and analysis. The researcher engaged in prolonged interaction with the data and supported findings with direct quotations from participants (Creswell, 2007). Additionally, the first author also served as the implementing teacher in the study. To minimize the potential for observer bias arising from this dual role, all lessons were video recorded. After the teacher completed the participant observation notes, the video recordings were reviewed by all researchers, and any overlooked aspects were added to the observation forms. In this way, efforts were made to ensure that the observations were presented in a neutral and objective manner. To ensure reliability, more than one researcher coded the data independently, and all resulting analyses were later reviewed together (Miles & Huberman, 1994). To enhance inter-coder reliability, support from a science education expert was obtained, and the data were read collaboratively. The researcher and the expert met at regular intervals to ensure consensus on codes, categories, and themes, and jointly conducted the thematization and conceptualization processes. The consistency between coders was calculated using the following formula (Miles & Huberman, 1994):

Agreement/(Agreement + Disagreement) × 100.

For this study, the inter-coder agreement rate was calculated as 89%. In cases where disagreements occurred, the data were re-evaluated and re-coded until full agreement was reached. To further enhance the study’s credibility, the implementation process of the lesson plans was video recorded, and photographs were taken. These visual materials are presented in Figure 1. In qualitative research, supporting results with concrete examples strengthens the credibility of the findings (Arastaman et al., 2018). Accordingly, in this study, the developed codes and categories were substantiated with direct quotations from the data.

2.5. Implementation Process

Before the implementation phase began, students were provided with a two-hour orientation session by the researchers. This session introduced the terminology of the study and gave an overview of the planned activities over the two-month instructional period. The orientation covered the following topics:

• What is STEM?
• What is context-based STEM education?
• What are STEM activities?
• What are STEM careers?
• What is creativity?
• How does creativity manifest in science?
• What is the relationship between science and everyday life?

After the briefing, students’ questions were answered to ensure they were well-prepared for participation. Following this, consent forms were collected from the students. After this initial phase, the Context-Based STEM Instructional Program was implemented. The program consisted of four lesson plans, each designed for a six-hour instructional period, for a total duration of six weeks. During the implementation, the participant observation form, one of the data collection tools, was used by the instructor to record students’ behaviors. Simultaneously, students completed their diary forms throughout the implementation process. At the end of the instructional period, the full semi-structured interview form was administered to gather data regarding students’ experiences with the context-based STEM activities. Each student was interviewed individually, and the interviews were recorded using a voice recorder. The audio recordings were transcribed by the researcher and used for subsequent data analysis. Furthermore, the entire implementation process was video recorded, and photographs were taken at various stages of the activities. Visual documentation related to the implementation process is provided in the following section.

2.6. Lesson Plan Development Process

In this study, the activities included in the context-based STEM instructional lesson plans were developed within the scope of the “Matter and Heat” unit—specifically the “fuels” topic—of the 6th-grade middle school science curriculum. The learning objectives guiding the design of the lesson plans were as follows:

“Classifies fuels as solid, liquid, and gas, and provides examples of commonly used fuels,”

“States that fossil fuels are limited and non-renewable energy sources, and emphasizes the importance of renewable energy sources by providing examples.”

The lesson plans incorporated attention-grabbing, real-life problems (contexts) that students may encounter in their daily lives. In the activities developed around these contexts, special attention was paid to the integration of the disciplines that constitute STEM. Since the study aimed to examine 6th-grade students’ experiences with context-based STEM activities in relation to scientific creativity and interest in STEM careers, the activities were designed with a strong focus on the following:

• Integrating science with mathematics, technology, and engineering,
• Approaching problems from an interdisciplinary perspective,
• Using acquired knowledge and skills to produce solutions or products,
• Developing strategies to add value to these products, and
• Emphasizing creativity as a life skill.

The lesson plan development process followed the protocol proposed by Aydın-Ceran (2018). Accordingly, the lesson plans centered around renewable energy sources as real-life contexts were designed based on the 5E instructional model. Particular care was taken to integrate the context meaningfully into each phase of the 5E model (Aydın-Ceran, 2018).

In the lesson plans developed using the 5E learning model, STEM activities were embedded into every stage of the model within the framework of the chosen context. If we were to divide the 5E-based plan structure into two parts, the first part included the lesson topic, learning domain, learning outcomes, materials to be used, and lesson duration. The second part detailed how the lesson would be conducted, and which activities would be implemented at each stage of the 5E cycle. A total of four lesson plans were developed for the study, all of which focused on different renewable energy sources. A lesson plan related to wind energy, which is one of the plans implemented during the study, is presented in Section S2 of this paper.

3. Results

This section presents the findings obtained from the analysis of data collected through various sources regarding 6th-grade students’ experiences with context-based STEM activities. To maintain the integrity of the study, a table was created based on the coding schema developed during content analysis. The aim of the findings section is to present the pattern composed of themes, categories, and codes in a clear and coherent manner, ensuring consistency throughout the study. Therefore, instead of presenting percentages within the table, the data are integrated into the narrative using direct quotes and example expressions, without separating the data sources from one another (Çavuş-Güngören & Hamzaoğlu, 2020). To ensure data triangulation, multiple data sources (interviews, observations, and diaries) were utilized; however, the analysis process strictly adhered to the principles of phenomenograpy. The primary aim of the study was not to generalize the findings or perform statistical comparisons but rather to uncover the essence of students’ lived experiences. According to Saldana (2019), presenting findings in a concise and straightforward manner enables readers to grasp the analytical outcomes of the study at a glance. Accordingly, the themes, categories, and codes developed from the data were first summarized in a table to preserve the structural integrity of the findings and provide a general framework. A detailed presentation of the findings is then provided in the subsequent sections, guided by this table. In this study, students’ scientific creativity and interest in STEM careers were taken as the primary focus in the analysis of the context-based STEM activities. However, additional salient findings emerged from the data related to students’ learning experiences, design skills, and the perceived benefits of their experiences throughout the process. These findings were also included and discussed in the study, as they contribute to its originality and support the primary focus of the research. Based on this approach, the findings obtained from the study are presented in

Table 1. Analysis of findings obtained from multiple data sources.

Themes	Categorıes	Codes
Creativity	Scientific Creativity	Ability to develop scientific creative products (SCT items 3 and 7)
		Presenting scientific creative ideas (SCT items 1 and 6)
	Creative Thinking	Creative solutions for different problem situations
		Developing creative designs to facilitate daily life
STEM	Interest in STEM Disciplines	Interest in mathematics
		Interest in engineering
		Interest in science
		Interest in technology
	STEM Professions	STEM careers are important
		STEM careers contribute to everyday life
		The influence of activities on career choices
Learning Experience	Emotions During the Learning Process	Enjoyable, fun, and pleasurable experiences
		Excitement about project work and materials
		Curiosity about the projects
		Struggles and fear experienced during technical difficulties
		Anxiety related to presenting projects
		Happiness from learning new information
	Reflections	Desire to use the instructional method in other lessons
		Harms of fossil fuels
		Understanding electricity generation and working principles using renewable energy sources
		Ease of learning
		Retention through hands-on learning
		Challenges experienced during the process
		Teacher–student collaboration
	Interest in Activities	Increased curiosity, interest, and willingness to learn during the activities
		Duration of activities
		Structure of the activities (simple/complex)
		Health problems caused by the activity
	Science Communication	Dissemination of scientific knowledge
		Communication and presentation skills
Engineering Design	Design Preparation	Understanding the necessary conditions for construction
		Selecting a suitable area for installation
		Making changes in technical details
	Design Process	Addressing technical details
		Creating esthetically pleasing designs
		Structural strength (durability, robustness, usability)
		Engineering drawing and design skills
	Design Outcome	Challenges in the design process
		Difficulty in transforming a design into a product
		Shift in perspective regarding engineering
		Developing a positive attitude toward design
Advantages	Advantages in Daily Life	Greenhouse gas effect and global warming awareness
		Electricity production
	Advantages for the Country	Contribution to the country’s level of development
		Promotion of an interdisciplinary perspective

.

Upon examining the table, it was determined that the analysis of data obtained from multiple sources resulted in 5 themes, 13 categories, and 46 codes. The findings are presented sequentially within the context of the themes listed in Table 1.

3.1. Creativity

The first theme that emerged from the data is creativity. This theme comprises two categories, aiming to reveal the extent to which students were able to think fluently, flexibly, and originally while solving problems and generating solutions throughout the activities. The first category under this theme is scientific creativity. Two codes were derived to interpret students’ ability to solve problems based on their scientific knowledge and the skills they developed during the activities. The first code, scientific product development skills, reflects students’ capacity to create original products in response to a given problem. Several students demonstrated an ability to design unique and practical solutions, showing that they could effectively integrate their scientific understanding into tangible outcomes. The second code, generating scientific creative ideas, highlights students’ originality, flexibility, and fluency in proposing ideas when faced with problem situations. During the activities, many students expressed innovative perspectives and suggested alternative ways of approaching the same challenge, indicating a strong inclination toward divergent thinking. Their ideas were not only varied but also demonstrated an ability to go beyond conventional patterns, which underscores the richness of their creative potential. The data revealed that some students were able to design original products, while others demonstrated scientific creative thinking.

“I would invent a machine to reduce greenhouse gases and attach it to the factory chimneys. Then, the amount of greenhouse gases would decrease.”

(S8, Interview)

“Since the smoke coming out of car exhausts causes greenhouse gases, it is harmful. Therefore, we can use electric cars powered by clean energy.”

(S7, Interview)

The second category under the theme of creativity is creative thinking. Students’ experiences with the STEM activities—centered on the context of renewable energy—revealed two key dimensions: developing creative solutions to real-life situations and designing innovative tools to facilitate daily life. An analysis of the participants’ statements shows that students’ awareness of environmental issues increased throughout the process, and this awareness fostered a cognitive transformation that guided them toward creating concrete solutions and original designs. For instance, S3’s idea of generating electricity from snow illustrates how students were able to envision novel usage scenarios for natural resources, while S7’s design of a self-powered vehicle using recycled technological components demonstrates a form of creativity shaped by both technical insight and environmental sensitivity. These findings indicate that STEM education not only provides conceptual knowledge but also creates a learning environment that nurtures scientific creativity and encourages students to integrate their awareness of environmental challenges into innovative solutions.

Some exemplary direct quotations related to these codes are provided below:

“I would do an activity on how to reduce global warming. For example, I would generate electricity from snow in winter.”

(S3, Interview)

“I would like to design a car that produces its own electricity by recycling technological parts.”

(S7, Diary)

3.2. STEM

Students’ levels of interest in the disciplines that constitute STEM were explored under the category “Interest in STEM Disciplines.” This category consists of four codes: interest in mathematics, interest in science, interest in technology, and interest in engineering. Findings indicate that the activities generally had a positive influence on students’ interest in at least one of these disciplines. However, students’ statements revealed a diversity of preferences: while several students expressed a strong curiosity about mathematics, science, and engineering, fewer students highlighted technology as an area of personal interest. This variation suggests that although context-based STEM activities can effectively spark engagement across multiple domains, students’ individual inclinations and prior experiences play a role in shaping their disciplinary preferences. The relatively lower emphasis on technology indicates that integrating more hands-on digital tools and coding-related elements into future activities might foster deeper interest in this area.

Some direct quotations regarding this category are as follows:

“I used to think math was unnecessary and difficult, but after doing the activity, I realized how essential it is.”

(S7, Interview)

“It helped me love science and math more and sparked my interest in technology…”

(S9, Interview)

Another category under the STEM theme is STEM Careers. Through the activities, students expressed their interest in STEM-related careers and shared their thoughts about pursuing such professions in the future. They also reflected on the significance of these careers for both individuals and society. According to the findings, students consistently emphasized the importance of STEM careers and highlighted their strong societal relevance. Many students associated these careers with real-life applications and the potential to develop solutions that benefit communities. They also shared reflections on how the activities increased their awareness of possible career paths, deepened their understanding of what these professions entail, and inspired them to consider contributing to technological and scientific advancements in the future.

Some sample direct quotations are provided below:

“We will encounter science, technology, engineering, and math in many areas of our lives.”

(S10, Interview)

“Without engineers, renewable energy designs wouldn’t exist. To be a good engineer, you need to be knowledgeable in science, math, and technology.”

(S9, Interview)

3.3. Learning Experience

One of the main themes identified in this study is that sixth-grade students acquired a meaningful learning experience through context-based STEM activities. Under this theme, one of the categories is students’ emotions, which reflects how they felt during the activities and the implementation process. Students described a wide spectrum of emotions during the learning journey. Many expressed that they found the activities enjoyable, fun, and pleasant, while several highlighted the excitement they felt when engaging with project work and using various materials. Some students mentioned that their curiosity was strongly triggered by the projects, motivating them to explore unfamiliar concepts more deeply. At the same time, a few participants noted experiencing difficulties and even fear when technical problems arose, and some reported feeling anxious about presenting their work to others. Nevertheless, many students also described a sense of happiness and fulfillment as they acquired new knowledge and skills.

These findings indicate that students often experienced multiple emotions simultaneously throughout the activities, ranging from enthusiasm and curiosity to anxiety and challenges. Overall, the enjoyment derived from the projects and the excitement about using materials played an important role in sustaining their participation and engagement. Indirectly, these results suggest that context-based STEM activities provide not only cognitive gains but also emotionally rich learning experiences, making them potentially effective tools across diverse educational settings.

Moreover, students reported experiencing challenges during technical issues and when giving presentations. These experiences are important in terms of fostering the ability to seek alternative solutions in problem situations and enhancing students’ problem-solving perspectives in real-life contexts. Similarly, overcoming the fear of presenting and being able to deliver presentations in front of others can be interpreted as an indication that students are developing effective science communication skills. The following are sample student expressions reflecting their emotions, gathered through various data collection tools:

“It was enjoyable because I learned things I didn’t know. Seeing those materials and designing something was fun.”

(S3, Interview)

“I forgot what to say during the presentation and got really anxious.”

(S5, Journal)

“…It was observed that students generally had a lot of fun while engaging in STEM activities, were highly attentive, and maintained strong interest and motivation throughout the activities. After completing an activity, students often wanted to immediately start the next one…”

(Participant Observer Note)

Another category under the theme of learning experience is students’ thoughts. This category encompasses students’ reflections on the activities, the implementation process, what they learned, and their overall impressions. The findings indicate that students consistently expressed that they had gained a completely new learning experience through the activities. They highlighted an increased awareness of the harmful effects of fossil fuels and frequently emphasized renewable energy sources as an important and sustainable solution. Students described their learning in detail, explaining the diversity, working principles, and electricity-generating functions of renewable energy sources in their own words.

While several students mentioned that they encountered challenges during the implementation process, many also underlined the enhanced retention of knowledge provided by the hands-on nature of the activities. This experiential approach enabled students to engage directly with the concepts and relate them to real-life contexts. In addition, students emphasized that they were able to communicate actively with their teacher throughout the process and believed that such an instructional approach would also facilitate learning in other subjects. Overall, these findings suggest that the activities not only supported conceptual understanding but also fostered environmental awareness, problem-solving skills, and collaborative learning among students.

Sample student expressions are as follows:

“I understood better how harmful fossil fuels are to the environment. We learned how renewable energy sources work and became more aware of how electricity is produced. If these kinds of activities are implemented in other subjects, we can understand the topics more easily. Also, we can protect nature, the environment, and people, and help reduce global warming.”

(S5, Interview)

“During the activities, we were constantly communicating with our teacher. We asked questions, discussed ideas, and came up with solutions together. We faced some difficulties in the process, but with hands-on learning, we grasped the topics better and retained what we learned.”

(S8, Journal)

Another category under the learning experience theme is interest in the activities. In this category, students reflected on their levels of engagement with the activities and their perceptions of how the implementation process influenced their interest. Many students described a heightened sense of curiosity and a strong desire to learn, explaining that the novelty of the activities and the opportunity to explore renewable energy concepts stimulated their motivation. However, some students noted that their levels of interest varied depending on the structure and duration of the activities.

While extended and more complex activities appeared to sustain students’ engagement and encourage deeper problem-solving, simpler and shorter tasks were sometimes perceived as less stimulating. A few students also expressed that technical difficulties or physical discomfort experienced during certain tasks reduced their interest and motivation. These insights suggest that learning environments offering balanced challenges and meaningful hands-on opportunities may better support students’ sustained engagement and curiosity. Student statements related to interest in activities include the following:

“The Hydroelectric Power Plant activity caught my attention more because it was long.”

(S2, Journal)

“The activity I was least interested in was biomass because I felt nauseous while making organic fertilizer.”

(S10 reflective journal)

“I was least interested in the solar energy activity because it was too simple.”

(S6, Journal)

“While engaging in STEM activities, it was observed that students showed more interest in the elaboration stage of the 5E model than in the engagement, exploration, or explanation stages. Their interest and motivation were highest during the elaboration phase, where they were asked to sketch and build prototypes using provided materials.”

(Participant Observer Note)

The final category under the theme of learning experience is science communication. In this category, students described how they shared their feelings, thoughts, and experiences about the activities and the implementation process with their peers, families, and communities. It was evident that all students communicated what they learned and experienced through different social interactions. Many reported discussing the projects and activities with their families, friends, or classmates, which contributed to a sense of collective learning and knowledge exchange. Moreover, several students highlighted that participating in poster presentations and project-sharing sessions helped them enhance their communication and presentation skills. These opportunities allowed students to express their ideas more confidently and engage with others in meaningful discussions, indicating that the activities fostered not only scientific understanding but also broader competencies in science communication. Examples of student responses in this category include the following:

“I explained to my family how we carried out the process, and to my friends using the posters we prepared in our group.”

(S6, reflective journal)

“While explaining it to my friends, I told them how we did it and its importance in our daily lives.”

(S4, reflective journal)

3.4. Engineering Design

The activities implemented throughout the study enabled students to articulate their engineering design outputs by following a structured process, which was documented through various data collection instruments. Within the overarching theme of engineering design, three primary categories were identified: design preparation, design process, and design outcome.

In the design preparation category, students reflected on the considerations they prioritized when proposing solutions to the problem scenarios presented during the activities. Their reflections indicated that they placed significant emphasis on fulfilling the construction requirements, identifying suitable locations for installation, and revising technical parameters when necessary. Many students demonstrated an awareness of environmental and technical conditions when selecting potential installation sites, showing a thoughtful approach to contextual problem-solving. Others highlighted possible improvements to technical components and shared ideas about how they might modify their prototypes if given the chance to redesign them.

These findings suggest that students perceived the planning phase of engineering design as a critical first step in addressing real-world problems. Their ability to diagnose a problem, research relevant information, and propose multiple solution pathways illustrates the development of essential engineering design competencies through the activities.

Representative student statements from this category include the following:

“In solar energy, I paid attention to placing the panel in sunlit areas and avoiding breakage. In the hydroelectric plant, I considered locations with abundant water.”

(S8, Interview)

“I made sure it wouldn’t harm nature or living beings.”

(S3, Interview)

The design process category encompasses the stage in which students selected the most effective solutions and transformed them into tangible products. Analysis of their statements revealed that students paid close attention to the technical accuracy and functional robustness of their designs. Many students emphasized ensuring structural durability and functionality while also focusing on details such as precise measurements and the correct integration of components. Although fewer students highlighted the esthetic aspects of their designs, some expressed the importance of creating products that were both functional and visually appealing. Additionally, several participants reflected on their development of engineering drawing and visualization skills throughout the process, explaining how creating technical sketches improved their spatial reasoning. These findings demonstrate that students engaged thoughtfully and sequentially with each stage of the engineering design process, reflecting on both the technical and creative dimensions of their work. Excerpts from student interviews illustrate this phase:

“It’s important to ensure the cable is connected properly, the structure looks good, is constructive, and is both strong and functional.”

(S9, Interview)

“I focused on making it durable. I paid close attention to attaching the wires to the correct terminals and positioning the motor correctly.”

(S8, Interview)

“This improved both my drawing and engineering skills…”

(S4, Interview)

The final category, design outcome, encompasses students’ reflections on their experiences with engineering and the design process. This category highlights several key dimensions, including students’ perceptions of design difficulty, the challenges they faced while transforming designs into tangible products, changes in their engineering mindset, and their attitudes toward engineering as a discipline. The findings reveal that many students experienced a meaningful shift in their perspectives about engineering. While some initially perceived engineering as a highly complex and demanding field, their engagement in hands-on activities helped reshape these perceptions. Through direct involvement in material manipulation and product creation, several students developed a more positive and confident attitude toward engineering.

Although the majority expressed enthusiasm for both engineering and the act of designing, a smaller group of students emphasized the difficulties inherent in the process—both in generating designs and converting them into functional products. These challenges appear closely tied to the recursive nature of engineering design, where earlier phases must often be revisited for refinement and improvement. Recognizing this iterative process is an essential part of developing an authentic understanding of engineering practice and fostering problem-solving resilience.

Illustrative student statements include the following:

“There were aspects of the design process that were difficult, but engineering is a tough profession. However, since I enjoy making things with materials, I want to become an engineer.”

(S9, Interview)

“During the STEM activities, students struggled the most during the elaboration stage while designing their models. They attempted multiple strategies until the models worked. Despite the difficulty, this was also the stage they enjoyed the most…”

(Participant Observation)

3.5. Advantages

Students frequently associated their experiences throughout the process with the notion of “advantage,” offering reflections that underscored the benefits of STEM education. In their explanations, students emphasized the relevance of STEM not only for daily life but also for broader national interests. Within the overarching theme of advantage, two main categories were identified: advantages for daily life and advantages for the country.

The category Advantages for Daily Life captures students’ reflections on how the knowledge they gained through STEM activities could be applied to everyday contexts. Students highlighted their ability to connect learning with real-world problems and emphasized their potential role in contributing to their resolution. Two main areas stood out in their reflections: the mitigation of greenhouse gas emissions and global warming, and the generation of electricity through renewable energy sources. All students stressed the importance of adopting renewable energy solutions in daily life, particularly as a means to address the global challenge of climate change. Their statements demonstrate a capacity to contextualize their learning by linking STEM concepts to both local and global environmental concerns. Furthermore, students acknowledged the critical role of renewable energy in meeting society’s increasing energy demands sustainably. These reflections illustrate how STEM education can foster not only conceptual understanding but also practical awareness and problem-solving skills. Through these activities, students recognized that STEM-based solutions offer tangible ways to confront environmental issues while supporting sustainable development goals.

A representative student quote illustrates this theme:

“By installing renewable energy sources, we reduce greenhouse gases and fossil fuel consumption. We protect nature, the environment, and people. Global warming is reduced. We save money.”

(S5, Interview)

This second category, Advantages for the Country, reflects students’ recognition of the broader national implications of STEM education. Their reflections reveal an understanding of STEM as a key driver of national development, technological progress, and societal prosperity. Across the dataset, all students highlighted the direct link between STEM education and a nation’s developmental trajectory. Many articulated that countries advancing in STEM fields—particularly engineering and technology—achieve higher levels of innovation, economic strength, and global competitiveness. Even when students did not explicitly refer to interdisciplinary integration, they implicitly acknowledged the interconnectedness of STEM disciplines in fostering national progress.

Two main insights emerged from their statements. First, students emphasized the contribution of STEM to national development, expressing an awareness that advancements in renewable energy, innovative technologies, and sustainable solutions directly support the country’s growth. Second, they demonstrated an evolving capacity for interdisciplinary thinking, recognizing that combining knowledge from multiple STEM fields is essential for addressing complex, real-world challenges at a national scale. These reflections indicate that STEM education, beyond developing individual competencies, also nurtures civic awareness and responsibility. Students began to view themselves not only as learners but as potential contributors to their country’s technological and scientific future.

The following student statements reflect this theme:

“If a country’s engineering is developed, its technology is developed as well.”

(S10, Interview)

“Someone who doesn’t know about technology cannot contribute to their country. A country with advanced engineering will advance even further.”

(S6, Interview)

4. Discussion and Conclusions

This study aimed to explore the experiences of 6th-grade students with context-based STEM activities. The findings are structured around five major themes. The first key finding suggests that a STEM instructional design integrating renewable energy sources as a real-life context has a positive impact on students’ creativity. The results related to creativity provide important insights into scientific creativity and creative thinking skills. The findings indicate that students demonstrated development in their ability to generate scientifically creative ideas and propose innovative solutions to everyday problems. This aligns with definitions of scientific creativity by Meyer and Lederman (2013) and Runco and Jaeger (2012). In particular, the results are consistent with Hu and Adey’s (2002) framework, suggesting students improved their ability to generate novel ideas using scientific processes and methods. Furthermore, students’ innovative solutions in the context of renewable energy support the strong relationship between creative thinking and STEM education found in the literature (Aguilera & Ortiz-Revilla, 2021; Behnamnia et al., 2025; Runco & Alabbasi, 2024). However, the study also found that some students did not reach the desired level in developing creative products, which may be attributed to the limited duration of the intervention. Although creativity can be fostered through education (Yeşilyurt, 2020), it is not a skill that can be fully developed in a short time due to its incubation nature (Ritter & Dijksterhuis, 2014; Sio & Ormerod, 2009). So, future studies should consider implementing context-based STEM activities over a full semester to allow students more time to engage with complex problems and demonstrate deeper levels of creativity and interdisciplinary thinking. Additionally, despite high levels of student engagement, the novelty and difficulty of the activities may have hindered the expression of their scientific creativity (Gülhan & Şahin, 2018). Beghetto and Kaufman (2007) suggest that unfamiliar and complex tasks may prevent students from fully expressing their creative potential without prior experience. Thus, it can be concluded that this practice-based research supported students’ creative potential by enhancing their readiness and prior experiences.

Overall, while the majority of students were able to generate creative solutions to various problem scenarios, they struggled to develop creative designs that facilitated everyday life. This suggests that while students demonstrated creative thinking, they had difficulty integrating scientific knowledge into their ideas. The results also indicate that students used their imagination effectively but faced challenges in transforming their ideas into concrete designs or products. These findings highlight the importance of designing STEM activities that not only foster creative thinking but also support the development of design and product transformation skills.

Another significant finding is the variation in students’ interest toward STEM disciplines, with particular emphasis on science and mathematics. This result aligns with the literature suggesting that STEM education generally enhances interest in science, mathematics, technology, and engineering disciplines (Christensen & Knezek, 2017; Gökbayrak & Karışan, 2017; Kier et al., 2014). The high interest in science may be due to the implementation of STEM activities within science classes, where students could produce tangible outcomes. This is consistent with previous studies indicating that hands-on activities increase students’ interest in science (Keçeci et al., 2017; Yamak et al., 2014). The findings also show growing interest in engineering, likely due to students’ hands-on experiences with real-world problems. The literature similarly suggests that engineering education positively shifts students’ perceptions of engineering (Guzey et al., 2016; Tseng et al., 2013; B. Yıldırım & Selvi, 2018). According to Özcan and Koca (2019), students discover their talents through engineering processes. However, interest in the technology discipline was comparatively low, which may be attributed to limited technological access and internet connectivity in rural settings. Chen et al. (2023) found that limited access to technology reduces interest in STEM activities. This highlights the importance of ensuring equal educational opportunities.

Another noteworthy finding is the increased interest in STEM careers. Students recognized the value of STEM professions and related them to real-life contexts, which positively influenced their career aspirations. This supports earlier findings suggesting that fostering STEM awareness at an early age shapes students’ career orientations and strengthens their interest in STEM disciplines (Bybee, 2013; Dou et al., 2019; B. Wang & Li, 2022; Wyss et al., 2012). Students also showed a more informed understanding of engineering, internalized its concepts, and approached design processes with increased awareness. These findings are consistent with earlier studies highlighting the potential of STEM education to improve students’ perceptions of engineering and interdisciplinary integration (Kelley & Knowles, 2016; Aguilera & Ortiz-Revilla, 2021).

This study also revealed that students had both emotional and cognitive learning experiences throughout the STEM activities. Generally, students found the activities enjoyable, engaging, and motivating. This can be attributed to their active participation, direct interaction with materials, and experiential learning. These findings are supported by Baydere and Aydın (2019) and Özcan and Koca (2019), who found that active involvement in STEM activities helps students discover their talents and enjoy learning. Honey et al. (2014) and Chen et al. (2023) also reported that STEM increases students’ motivation and helps them connect science and engineering skills to real-world problems. Despite these positive outcomes, some students expressed anxiety and fear due to technical difficulties, which may stem from their lack of prior experience and limited resources. The literature suggests that technical difficulties can cause stress, but this can be mitigated by teachers’ proactive support and preparation (Baydere & Aydın, 2019). Students also stated that STEM activities facilitated learning and helped them relate their knowledge to real-life situations. Understanding the harmful effects of fossil fuels and the importance of renewable energy indicates the effectiveness of context-based STEM in providing meaningful learning experiences (Honey et al., 2014; Kelley & Knowles, 2016). Such activities enhance concept retention (Dare et al., 2014) and enrich learning experiences (Kelley & Knowles, 2016; Gilbert et al., 2011; Ültay & Çalık, 2012). Additionally, students developed communication and presentation skills through group work and scientific presentations, contributing to collaboration and communication competence (Donohue et al., 2021; Owens & Hite, 2020).

Another significant dimension of the research is students’ learning experiences related to engineering design. Students were successful in identifying problems, generating solutions, and implementing those solutions. This process supported the development of engineering design skills and helped them make sense of real-life challenges. The findings are consistent with research showing that engineering design-based STEM education improves students’ higher-order thinking skills, creativity, and critical thinking (English & King, 2015; Guzey et al., 2016; Kelley & Knowles, 2016). However, students paid more attention to technical and functional details than to esthetic elements, suggesting the need to integrate the “A” in STEAM. The literature highlights the importance of incorporating arts to foster creativity and innovation, enhancing design quality (Bequette & Bequette, 2012; Liao, 2016). Students’ experiences with engineering design positively shifted their perceptions of engineering. While some expressed concerns about challenges, most acknowledged the benefits and increased awareness of engineering professions. These findings are in line with previous research on how STEM improves engineering perceptions and influences career planning (Guzey et al., 2016; Tseng et al., 2013; B. Yıldırım & Selvi, 2018; Wyss et al., 2012). Finally, the findings highlight the perceived advantages of STEM activities. Students emphasized the importance of renewable energy in reducing greenhouse gas emissions and global warming, indicating their improved ability to relate knowledge to real-life contexts (Gilbert, 2006; Sevian et al., 2018). They also emphasized STEM’s role in national development, understanding its contribution to societal advancement. The literature supports this, noting that STEM fosters interdisciplinary thinking and supports socioeconomic progress (Gökbayrak & Karışan, 2017; Özkul & Özden, 2020). Students’ understanding of STEM disciplines and careers aligns with earlier research emphasizing the effectiveness and relevance of context-based STEM education (Honey et al., 2014; Kelley & Knowles, 2016).

In summary, this study examined the effects of context-based STEM instruction on 6th-grade students’ scientific creativity and interest in STEM careers. The implementation of four lesson plans focused on renewable energy enabled students to develop creative thinking at both individual and interdisciplinary levels. The findings reveal that students exhibited original and innovative approaches to problem-solving, engineering design, and scientific idea generation. A notable increase in interest toward STEM disciplines and career awareness was observed. This supports the notion that context-based STEM practices promote creative thinking through student-centered, interactive, and multidimensional learning environments (Aguilera & Ortiz-Revilla, 2021). In fact, the 2024 revised Turkish Ministry of National Education science curriculum emphasizes fostering higher-order thinking, problem-solving using scientific methods, and interdisciplinary connections (Ministry of National Education [MoNE], 2024). Therefore, it is recommended that teachers integrate context-based STEM activities into their lesson plans, especially those involving engineering design and creative problem-solving. Such approaches should be supported not only for academic success but also for promoting students’ social and emotional development. Early educational policies should thus prioritize creative thinking and STEM awareness from the primary years onward.