The impact of engineering design instruction on pre-service science teachers’ nature of engineering views and their lesson planning

Date

2024-6-24

Author

Aydoğan Durmuş, Berna

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In recent years, the Turkish Science Curricula has given a better ranking on engineering in order to keep up with the developing age. It is crucial that the science teachers must develop an in-depth view of the nature of engineering (NOE) to comprehend the relationship between science and engineering. "NOE" is defined as epistemological beliefs about engineering. It is also crucial to raise pre-service middle school science teachers (PMSTs) to have adequate NOE views because they are implementers of future science teaching. Thus, the purposes of the study were to investigate how PMSTs’ NOE views were changed through engineering design instruction (ENDI), how their integration of the NOE in engineering design-based lesson plans changed through the ENDI, and what the difficulties PMSTs experienced in integrating the NOE in engineering design-based lesson plans. A multiple case study design was used to achieve the study's goals of examining the changes in NOE views of six PMSTs enrolled in a public university in Türkiye. The PMSTs participated in the 7-weeks ENDI in which they learnt NOE aspects explicitly, experienced the engineering design process (EDP) with four different engineering design challenges, and prepared two different lesson plans based on NOE for their future classrooms. Data was collected with interviews to investigate their NOE views before and after the ENDI; with reflection papers and lesson plans to investigate how they planned to integrate NOE, and their opinions and experiences with the EDP throughout the ENDI; and with post-interview II to investigate their experienced difficulties in designing lesson plans after the ENDI. The collected data were then analyzed by deductive content analysis method in detail to attain the purpose of the study. According to the interview results, after the ENDI, the PMSTs generally showed informed views on the NOE aspects such as social and cultural embeddedness, failure-laden, social aspect, demarcation aspect, EDP and creativity aspects. Analysis of lesson plans showed that the participants generally developed their lesson plans based on the demarcation and criteria and constraints. However, they experienced difficulties in integrating NOE in the objectives and the procedure part of the engineering design-based lesson plans.

Subject Keywords

Nature of engineering (NOE), Engineering design instruction, Science teacher education, Nature of engineering planning, STEM education

URI

https://hdl.handle.net/11511/115117

Collections

Graduate School of Natural and Applied Sciences, Thesis