Interdisciplinary Mathematical Modeling Activities as a Transitional Tool for STEM Education: Teacher and Student Opinions

In this study, it has been tried to determine in the direction of teacher and student opinions whether the Interdisciplinary Modeling Activities (DAMOE) can be used as a tool in transitioning to STEM (Science, Technology, Education, Mathematics) education which is one of the new educational approaches today. This study was conducted with 2 teachers and 7 seventh grade students in a central school in the East Anatolia of Turkey by using interview technique. In the scope of the study, firstly, semi-structured preliminary interviews were conducted with the teachers about the relationship between disciplines and daily life and about interdisciplinary relationship. Secondly, the three interdisciplinary modeling activities (DAMOE) including learning areas of Mathematics and Science and Technology disciplines were applied to the students under the guidance of teachers. After the implementation, teachers and students were subjected to semi-structured final interviews within the context of the applicability of these activities / problems in the curriculum and what benefits students will get from solving these activities. In the findings, it was determined that DAMOEs improved students' interdisciplinary skills, that they could change attitudes toward disciplines positively, and that DAMOEs should be included in the school curriculum