A mixed method research on the implementation of engineering design-based science education in 7th grades

The aim of the study is to examine the effects of Engineering Design-Based Science Education (EDBSE) practices on 7th grade students' decision-making skills, scientific process skills, academic achievements, self-efficacy perceptions towards 21st-century skills, and design practices. Additionally, it is aimed to examine the learning environment for EDBSE practices and to determine the views of students, teachers, and researchers. Therefore, an embedded design, which is among the mixed method research designs, was used in the study. The embedded design applied in the study has progressed through the support of qualitative research methods of a quantitative research-based study. The quantitative part of the study constitutes a single-group pretest-posttest experimental design model. The qualitative part, on the other hand, is formed by the case study model. In the single-group pretest-posttest experimental design application, 7th grade students studying at a middle school in Tuzlukçu district of Konya province constitute the study group. The qualitative study group consists of 5 students selected through maximum diversity sampling among the students who participated in EDBSE practices. The quantitative data collection tools of the study are Decision Making Skills Test, Scientific Process Skills Test, Self-Efficacy Perception Scale for 21st Century Skills, Academic Achievement Test for Solar System and Beyond, Academic Achievement Test for Cell and Divisions, and Academic Achievement Test for Force and Energy. The qualitative data collection tools of the study are semi-structured interview form, observation form, focus group interview form, engineer's diaries, and engineering design guides. Quantitative data were analyzed in the SPSS package program. Qualitative data were analyzed with descriptive analysis.According to the research, MTTFE practices have a significant contribution to 7th grade students' decision-making skills, self-efficacy perceptions towards 21st-century skills, and academic achievements. It was observed that MTTFE practices did not have a significant contribution to students' scientific process skills. During the MTTFE practices, students had difficulty in determining the problem situation, limitations, and success criteria. Although students referred to professions such as architecture and engineering, which are intensive in design work, it was observed that the practices did not have an effect on their professional goals.