The effect of scratch applications integrated with engineering and design skills on some learning outcomes of pre-service science teachers: A mixed method research

In this study, the aim was to investigate the effects of Scratch programming applications integrated with engineering design skills (EDS) on the pre-service science teachers' perceptions of engineering design skills self-efficacy (PEDSS), perceptions of problem solving skills (PPSS), and technological pedagogical content knowledge self-efficacy beliefs (TPACKSB). The research followed an embedded mixed-method design, incorporating a single-group pretest-posttest weak experimental design as the primary approach, and a case study as the complementary design. In the experimental group, during the initial four weeks of the 14-week course period, the emphasis was on algorithm and programming education. Subsequently, for the following six weeks, applications related to Scratch blocks were incorporated. In the final four weeks, pre-service teachers engaged in the experimental procedure where they designed products for secondary school students, integrating Scratch programming language with EDS, focusing on science subjects. The quantitative study encompassed 22 pre-service teachers enrolled in the Pamukkale University Science Education program during the spring semester of the 2020- 2021 academic year, all of whom participated in the Information Technologies Supported Science Teaching Applications Course. The qualitative study group involved nine preservice teachers who took part in interviews and 12 pre-service teachers who provided reflective diaries. Data collection tools included the Engineering Design Skills Self- Efficacy Perception Scale (EDSSPS), Problem Solving Skills Perception Scale (PSSPS), Technological Pedagogical Content Knowledge Self-Efficacy Belief Scale (TPACKSBS), scoring rubric (SR), reflective diaries, semi-structured interview form, Scratch design notebook, and student products. Based on the quantitative findings, the experimental procedure resulted in a moderately statistically significant difference in pre-service teachers' PEDSS. While there was an increase in PPSS and TPACKSB, this increase was not found to be statistically significant. In addition, the performances of the pre-service teachers were found at an average level. As a result of the analysis of the qualitative data, four themes were obtained: EDS, problem solving skills (PSS), technological pedagogical content knowledge (TPACK) and general perspective. The qualitative findings provided support and insights into the quantitative results. Based on the research outcomes, several suggestions are proposed for future studies and educational practices. Keywords: Engineering and design skills, Scratch applications, engineering design skills self-efficacy perception, problem solving skill perception, technological pedagogical content knowledge belief