Akademik Veri Yönetim Sistemi
European Conference on Educational Research, Belgrade, Sırbistan, 9 - 12 Eylül 2025, ss.1, (Özet Bildiri)
Conceptual Blending Theory (CBT), developed by Fauconnier and Turner (2002), provides a cognitive framework for understanding how individuals integrate knowledge from diverse domains to generate innovative solutions. This study applies CBT to analyze differences in conceptual integration levels among high school students enrolled in the International Baccalaureate (IB) curriculum and those following the national curriculum in Turkey. The research employs a scenario-based methodology, assessing students' interdisciplinary problem-solving skills in real-world STEM contexts. In addition, with this study the number of STEM disciplines that students draw upon when solving case-based problems will be analyzed. Findings contribute to discussions on curriculum design and interdisciplinary STEM education.
STEM education plays a crucial role in preparing students for complex global challenges by fostering interdisciplinary competencies (National Research Council, 2014). While many countries, including the UK, Finland, and Belgium, have integrated STEM education policies (Banks & Barlex, 2020; Nadelson & Seifert, 2017), variations in curriculum structure significantly impact students' ability to connect knowledge across disciplines. This study examines the role of CBT in understanding these differences by comparing students from the IB and national curricula in Turkey.