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.