Empirical studies on the engineering design process in science education: A scoping review

This research aims to examine applied graduate theses conducted in Turkey on the engineering design process (EDP) in science education through a scoping review. Within the scope of the research, 40 theses published in the Council of Higher Education (YÖK) National Thesis Center database between 2022 and 2024 were selected based on the PRISMA flow protocol, and descriptive content analysis was carried out using NVivo 14 software. The findings reveal that the most frequently addressed areas in EDP studies are planning, prototyping, engineering perception, and career interest, whereas problem definition, information gathering, and the determination of design criteria are comparatively less emphasized. It was also determined that mixed-method research designs are predominantly preferred, with students as the primary unit of analysis, while studies focusing on teachers and instructional materials remain limited. Facilitating factors include teachers' openness to innovative pedagogies, the availability of material support, and the effectiveness of practice-based learning environments. Conversely, class size, time constraints, teachers' lack of competence in engineering-based instruction, and curriculum overload emerged as major barriers. The study further proposes solutions such as strengthening professional development programs for teachers, increasing the availability of practice-based instructional materials, and encouraging interdisciplinary collaborations to overcome these challenges. These results contribute to a holistic evaluation of both the strengths and the areas requiring improvement in the integration of EDP into science education and provide a guiding framework for future research. Keywords: Engineering design process; Science education; Scoping review; STEM education