Enhancing Systems Thinking in Elementary Science Education: A STEM-Based Approach for Fourth- Grade Learners

Abstract

The present study investigated the impact of STEM-based activities on the systems thinking skills of fourth-grade students. The research aims to determine whether STEM-integrated learning enhances students' ability to analyse, synthesize, recognize relationships, and develop a holistic understanding of scientific concepts. Given the growing emphasis on STEM education, this study provides empirical evidence supporting its role in cognitive development at the elementary level. The study employed a quasi-experimental design with a sample of 66 fourth-grade students from the Muscat Governorate, Oman, divided into two groups: a control group that received traditional instruction and an experimental group that engaged in STEM-based activities. A pre-test and post-test measuring systems thinking skills were administered to both groups. Data were analysed using an independent samples t-test to assess differences in post-test scores between the groups. The findings revealed statistically significant differences (p < 0.05) in favour of the experimental group in specific systems thinking skills, including analysis, synthesis, recognizing relationships, and overall perception. These results suggest that STEM-based activities effectively enhance students’ cognitive abilities, allowing them to engage in complex scientific reasoning. The study underscores the importance of STEM-based learning in elementary science education and recommends integrating STEM activities to promote higher-order thinking skills. Further research is encouraged to explore the long-term impact of STEM interventions, particularly among older students, to assess their broader influence on cognitive and academic growth.