The Effects of engineering design based instruction on 7th grade students’ nature of engineering views and attitudes towards STEM

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2019
Aydoğan, Berna
The purpose of the study was to investigate the effects of engineering design-based instruction on 7th grade students’ nature of engineering (NOE) views and attitudes towards STEM. The sample of the present study was 41 students of 7th grade in a public middle school in Ankara, in which 24 of them were experimental group and 17 of them were comparison group. The sample was chosen by using convenience sampling from public middle schools in Ankara. In comparison group, curriculum-based instruction was taught on “Force and Energy” topic, while engineering design-based instruction was taught on the same unit in experimental group. Quantitative research to evaluate students’ nature of engineering view and attitudes towards STEM was operated through two different questionnaires as pre- and post-test. Moreover, quantitative data results were supported by analyzing change on students’ nature of engineering views qualitatively. The results of the questionnaires were used for statistical analysis to analyze whether there is an effect of engineering design-based instruction on 7th students’ nature of engineering views and attitudes towards STEM. The results of the study presented that there was a significant effect of engineering design-based instruction on the students’ nature of engineering (NOE) views. Moreover, the results of qualitative data in the study revealed that the engineering design-based instruction developed views for various NOE aspects of the students positively. On the other hand, there was no any significant effect of the instruction on the students’ attitudes towards STEM.

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Citation Formats
B. Aydoğan, “The Effects of engineering design based instruction on 7th grade students’ nature of engineering views and attitudes towards STEM,” Thesis (M.S.) -- Graduate School of Natural and Applied Sciences. Mathematics and Science Education., Middle East Technical University, 2019.