The aim of this study was to examine the effects of STEM activities on students' attitudes towards STEM and problem-solving skills by taking their components into account. An experimental design with pretest-posttest control group was applied in the study. Quantitative and qualitative data collection tools were used. The participants of the study consisted of students studying in two different branches in the 7th grade of a public school. The implementation of the research was carried out for five weeks within the scope of force, work and energy concepts. In the experimental group, STEM activities developed by taking the science curriculum into account were included in the lessons. In the control group, lessons were taught according to the curriculum. The conclusions drawn based on the results of this study can be listed as follows: First, STEM education, which is carried out within the scope of physics subjects in the science course and which also includes mathematics, engineering and technology related acquisitions, ensures that students' attitudes towards STEM develop positively. STEM attitudes progress especially in the direction of establishing a relationship between mathematics, science and engineering learning and STEM. Second, STEM education improves students' problem-solving skills. The increase occurs in all areas of problem-solving skills, including the individual's confidence in problem-solving skills, willingness to cope with difficult problems encountered, and the feeling that they have mastered the situation. Last, when there is no STEM-oriented activity in the science curriculum, students' problem-solving skills, especially in the area of confidence, decrease. Considering that STEM is an interdisciplinary subject combining two or more disciplines and is based on authentic contexts; STEM activities provide students for establishing relationships between STEM disciplines and developing problem-solving strategies.