An examination of science teachers' knowledge on the nature of engineering and their professional development needs regarding design-based learning

The aim of this study is to examine science teachers' knowledge of the nature of engineering and to identify their professional development needs regarding design-based learning. The study is expected to provide a significant framework for the development of professional development programs for science teachers focused on design-based learning. This research constitutes the first phase of the project titled "Design, Implementation, and Evaluation of a Professional Development Program Based on a Hybrid Mentoring Model to Enhance Science Teachers' Competencies in Engineering Design-Based Practices" (Project Number: 122K321) supported by TÜBİTAK-ARDEB 1001 Research Projects. It was conducted during the first in-person training process of the project. The study group consists of 43 science teachers working in 12 regional metropolitan provinces in Turkey (Ankara, Erzurum, Eskişehir, Istanbul Asian Side, Istanbul European Side, İzmir, Kayseri, Konya, Malatya, Mersin, Samsun, and Van) and in public boarding regional middle schools, Science and Art Centers, and other schools located in Kahramanmaraş, Sinop, and Aksaray. The research was designed using a case study approach, one of the qualitative research methods. Data sources included the Nature of Engineering Knowledge Form, the Professional Development Needs Form, and focus group interviews. The data collected through these tools were analyzed using content analysis. The results revealed that science teachers have insufficient knowledge regarding various dimensions of the nature of engineering. Additionally, teachers face challenges in implementing design-based learning practices in their classrooms due to economic constraints, curriculum structure, and a lack of professional competencies. It was also determined that they need to learn more about the process and content of planning and implementing design-based learning activities. Based on these findings, it is recommended that professional development programs be organized to address the needs of science teachers, focusing on enhancing their knowledge of the nature of engineering and their competencies in design-based learning.