In this study, the effect of preschool STEM education prepared according to the design thinking model on children's creativity and problem-solving skills was examined. An experimental design in which pre-test-post-test and permanence test were applied was used in the research. The research was conducted with 20 children in the experimental group and 19 children in the control group. Design Thinking STEM Activities were completed 3 days a week with 8 weeks and 24 activities. As a result of the analysis, it was concluded that there was a significant increase in the experimental group's creativity and problem solving scores and this increase was permanent. On the other hand, creativity and problem solving pre, post and permanence test results of the control group were compared and it was seen that there was no significant difference between these tests. Also, STEM education, which is applied as a result of the data obtained from research diaries, increases communication and interaction skills in children, contributes to peer learning, supports cooperation, increases children's self-confidence, gains a sense of responsibility, encourages problem-solving and idea generation, and improves empathy skills. Suggestions were made in line with the results obtained in the study and the aims of the research.

本研究考察了根据设计思维模式准备的学前 STEM 教育对儿童创造力和解决问题能力的影响。研究采用了前测后测和持久性测试相结合的实验设计。该研究对实验组的 20 名儿童和对照组的 19 名儿童进行了研究。设计思维 STEM 活动每周 3 天完成，共 8 周，共 24 项活动。作为分析的结果，得出的结论是实验组的创造力和解决问题的分数显着增加，并且这种增加是永久性的。另一方面，创造力和解决问题的能力，对比对照组的后和持久性测试结果，可以看出这些测试之间没有显着差异。此外，从研究日记中获得的数据所应用的 STEM 教育，可以提高儿童的沟通和互动技能，有助于同伴学习，支持合作，增加儿童的自信心，获得责任感，鼓励解决问题-解决和产生想法，并提高同理心技能。根据研究结果和研究目的提出建议。自信，获得责任感，鼓励解决问题和产生想法，并提高移情能力。根据研究结果和研究目的提出建议。自信，获得责任感，鼓励解决问题和产生想法，并提高移情能力。根据研究结果和研究目的提出建议。