The aim of this study is to examine the effect of instructional design applications prepared in accordance with the Science, Technology, Engineering and Mathematics (STEM) approach based on the 5E model in the subject of “Electrical Energy” unit "Electrical Energy Conversion" on the academic achievement and scientific process skills of 7th grade students. . The research was carried out with a mixed research design. In the quantitative dimension of the study, quasi-experimental design with pretest-posttest control group was used. In teaching the subject of "Conversion of Electric Energy" to the experimental group, the lesson plans prepared according to the STEM approach based on the 5E learning model, and the control group was taught with the methods and plans foreseen by the current curriculum. As a data collection tool; before and after the application, “Achievement Test on Conversion of Electrical Energy” (ECAT), “Scientific Process Skills Test (SPST)” and semi-structured “Student Opinion Form for STEM Applications” were applied to both groups. According to the results obtained from the research; It was determined that there is a statistically significant difference in favor of the experimental group between the ECAT and SPST post-test scores of the groups whose pre-test scores are equivalent. The calculated Cohen's d value expresses the large effect size. According to the qualitative data obtained from the experimental group students, the students stated that their interest in the lesson increased, they learned with pleasure and they wanted STEM applications to be included in other lessons. As a result, it was determined that the instructional design applications prepared according to the STEM approach based on the 5E model were more effective in increasing the academic achievement of students and improving their scientific process skills compared to the teaching method envisaged by the current program.

STEM, 5E, academic achievement, scientific process skills