Exploring middle school students' engineering knowledge and views on the nature of engineering

The primary aim of this study is to determine middle school students' levels of engineering knowledge and their views on the nature of engineering. Additionally, the study investigates whether students' engineering knowledge levels and their views on the nature of engineering differ significantly according to gender and grade level. Survey design, one of the quantitative research methods, was employed in the study. The sample of the research consists of 217 students enrolled in the 6th, 7th, and 8th grades during the second semester of the 2023–2024 academic year in the central and Hafik districts of Sivas province. Data were collected through the Engineering Knowledge Level Measurement Scale, consisting of 11 multiple-choice items, and the Views of Nature of Engineering Questionnaire, which includes 11 questions under 7 dimensions. The data collection tools were administered face-to-face during one class hour under the supervision of the teacher, and participation was on a voluntary basis. The data obtained were transferred to SPSS and analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and correlation analysis depending on the research questions. The results revealed that participants had a moderate level of engineering knowledge. It was also concluded that half of the participants had weak views on the nature of engineering. No significant differences were found in students' engineering knowledge levels or their views on the nature of engineering in relation to gender or grade level. Finally, a statistically significant, moderately positive relationship was found between middle school students' engineering knowledge and their perceptions of the nature of engineering. Key points highlighted in the discussion and parallel to the existing literature include that students' engineering knowledge was generally found to be at a moderate level, and their perceptions of the nature of engineering were identified as open to development. Furthermore, a significant relationship between engineering knowledge and perceptions of the nature of engineering was also identified in the literature, emphasizing the importance of a holistic and experience-based engineering education. Based on the results, several recommendations were made regarding the middle school science curriculum, teacher education, instructional strategies, and directions for future research.