This study aims to investigate the effect 5E-based STEM learning strategies have on 9th-grade students' academic achievement, scientific creativity, and views about the nature of science in the atomic system and periodic table course. This study utilizes a quasi-experimental design. The research was conducted in the 2016 Fall Semester. The sample of the study consists of 133 9th-grade students from a large urban city in Turkey. The activities were implemented using 5E-based STEM learning strategies for the EGs while using traditional instruction for the CGs. Tests were administered before and after the implementation. The data were analyzed using descriptive and inferential statistics. The study utilizes univariate analysis of covariance (ANCOVA) to address the research question. As a result of the findings, a significant difference was found between the experimental and control groups in terms of academic achievement, scientific creativity, and views on the nature of science in favor of the experimental group. We have concluded that students' academic achievements, creativity, and views on the nature of science can be enhanced when teachers implement a learning strategy based on the changing nature of science and creativity. The study presents suggestions based on the findings and notes the limitations.

本研究旨在调查基于 5E 的 STEM 学习策略对 9 年级学生的学业成绩、科学创造力以及对原子系统和元素周期表课程中科学本质的看法的影响。本研究采用准实验设计。该研究是在 2016 年秋季学期进行的。该研究的样本包括来自土耳其一个大城市的 133 名 9 年级学生。这些活动是针对 EG 使用基于 5E 的 STEM 学习策略实施的，同时针对 CG 使用传统教学。在实施之前和之后进行了测试。使用描述性和推论性统计分析数据。该研究采用单变量协方差分析 (ANCOVA) 以解决研究问题。结果表明，实验组和对照组在学术成就、科学创造力和对科学本质的看法方面存在显着差异，有利于实验组。我们的结论是，当教师根据不断变化的科学和创造力的本质实施学习策略时，可以提高学生的学业成就、创造力和对科学本质的看法。该研究根据调查结果提出了建议并指出了局限性。