The role of engineering design-based instruction on pre-service chemistry teachers’ STEM conceptions and self-regulation

Date

2024-7

Author

Yılmazoğlu, Elif

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The purpose of this study was to investigate the role of engineering design-based instruction on the pre-service chemistry teachers’ STEM conceptions and adoption of self-regulation processes. During the instruction, the pre-service chemistry teachers engaged in a STEM activity based on the engineering design process (EDP) for four weeks for designing a drip irrigation system after they participated in theoretical STEM course. The design of the study was basic qualitative research. Data were collected from the four pre-service chemistry teachers via semi-structured interviews and think-aloud protocol. Interview data were analyzed using inductive coding for STEM conceptions. Deductive coding was utilized to analyze data coming from think aloud protocol. Specifically, data were coded based on the five steps of the EDP (ask, imagine, plan, create, test, and improve). For self-regulation, data were examined under three main phases: forethought, performance, and self-reflection. Results indicated that implementation of the EDP through STEM activity enhanced pre-service chemistry teachers’ conceptions of STEM in terms of underlining the importance of real-life problems. In addition, they expressed the nature of integration between STEM disciplines at the interdisciplinary and transdisciplinary levels. Furthermore, their self-regulation became diversified at the forethought phase and performance phase after practising the EDP. The study provides insight about the implication of the EDP to enhance the STEM conceptions and adoption of the self-regulation processes.

Subject Keywords

STEM, Engineering design process, Self-regulation, Pre-service teachers, Chemistry education

URI

https://hdl.handle.net/11511/110402

Collections

Graduate School of Natural and Applied Sciences, Thesis