The Effects of Engineering Design-Based Instruction On 7th Grade Students' Nature of Engineering Views

Aydogan B., ÇAKIROĞLU J.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, vol.31, no.1, pp.68-80, 2022 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 31 Issue: 1
  • Publication Date: 2022
  • Doi Number: 10.1007/s10956-021-09931-2
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Page Numbers: pp.68-80
  • Keywords: Nature of engineering (NOE), Engineering design-based instruction (EDBI), STEM, Quantitative research, SCIENCE
  • Middle East Technical University Affiliated: Yes


The purpose of the study was to investigate the effects of engineering design-based instruction (EDBI) on 7th grade students' nature of engineering (NOE) views. Quantitative research to evaluate students' NOE views was operated through a questionnaire which is "Views for Nature of Engineering -Elementary School Version (VNOE-E)" as pre- and post-test. Moreover, quantitative data results were supported by analyzing change on students' NOE views qualitatively. The sample of the present study was 41 students of 7th grade in a public middle school. While 24 students were taught with engineering design-based instruction (EDBI) in the experimental group, 17 students were taught with curriculum-based instruction (CBI) in the comparison group. According to the result of the one-way ANCOVA (analysis of covariance), the students' NOE views were significantly affected by EDBI. Moreover, the positive effect of the EDBI on the students' views for various NOE aspects was affirmed by the results of qualitative data in the study.