Scholarlink

<p>This study aims to investigate the impact of design-based science (DBS) instruction on the middle school students’ science achievement and attitudes towards STEM fields. Accordingly, two science units—<i>Reflection in Mirrors and Absorption of Light</i> and <i>Electrical Energy—</i>were developed by following the DBS instruction principles. These units were designed for students living in rural areas and including grand challenge problems tailored to their local context. An experimental design was employed, in which science courses were implemented in the experimental group over a 9-week period using the DBS approach, while the control group received instruction based on the existing curriculum. The results revealed that the DBS had a statistically significant, albeit modest, effect on students’ science achievement. With regard to the attitudes towards STEM fields, no statistically significant effect was observed; however, the changes in mean scores over time suggest a promising trend. These findings are discussed in the context of the study.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Engineering Integrated Science Instruction for Middle School Students: Promising for Science Learning and STEM Attitude?

  • 期刊论文

  • 发表日期：

    2026年3月24日

查看全文
  • Hanife Alinak Bozkurt,
  • Sündüs Yerdelen,
  • Gülsüm Gök

摘要

This study aims to investigate the impact of design-based science (DBS) instruction on the middle school students’ science achievement and attitudes towards STEM fields. Accordingly, two science units—Reflection in Mirrors and Absorption of Light and Electrical Energy—were developed by following the DBS instruction principles. These units were designed for students living in rural areas and including grand challenge problems tailored to their local context. An experimental design was employed, in which science courses were implemented in the experimental group over a 9-week period using the DBS approach, while the control group received instruction based on the existing curriculum. The results revealed that the DBS had a statistically significant, albeit modest, effect on students’ science achievement. With regard to the attitudes towards STEM fields, no statistically significant effect was observed; however, the changes in mean scores over time suggest a promising trend. These findings are discussed in the context of the study.