The effect of design-based science teaching practices on science achievement, life skills and permanence in students with different learning approaches

This study aims to investigate the effects of the design-based science teaching method on students' science achievement, life skills, and science learning approaches in the 6th grade unit of "Electricity Transmission." The research was conducted with a total of 166 students from Suna Uzal Middle School and Şeker Middle School, both located in Burdur, during the spring semester of the 2022-2023 academic year. When selecting the two middle schools, criteria such as achievement level, socioeconomic status, school location, and student number were considered. A pre-test post-test control group quasi-experimental model was preferred for this study. Prior to the application, both groups were administered a "Electricity Transmission Achievement Test," a "Life Skills Scale," and a "Science Learning Approaches Scale" as pre-tests. The implementation period lasted three weeks. The "Electricity Transmission" unit was taught to the experimental group of 79 students using the design-based learning method (DBLM), while the control group of 87 students was taught using the method implemented by the teacher according to the curriculum (TICM). In the experimental group, a process involving various forms was conducted to allow students to discover the unit-related knowledge on their own, ensure the permanence of this knowledge, and adapt it to their daily lives. Additionally, students were encouraged to participate in the learning process through collaboration. In the control group, other methods specified in the curriculum were applied, with lessons being delivered primarily through lecture, discussion, demonstration, and question-and-answer techniques, supported by homework and textbook activities. At the end of the application, the "Electricity Transmission Achievement Test," "Life Skills Scale," and "Science Learning Approaches Scale" were administered as post-tests. The data obtained from the "Electricity Transmission Achievement Test," "Life Skills Scale," and "Science Learning Approaches Scale" administered before and after the application were analyzed using MANCOVA. The MANCOVA analysis was employed to reveal the impact of the design-based science teaching method and the teacher's method under the curriculum on academic achievement, life skills, and science learning approaches, and to equalize the effects of the independent variables on the method. Descriptive analyses were performed to ensure the assumptions for MANCOVA. The results indicated that the design-based science teaching method applied to the experimental group was significantly more effective than the teacher's method applied to the control group in terms of academic achievement, life skills, and deep science learning approaches (p<0.05). In the analysis of the sub-problems of the research, related t-test analysis was conducted. The results showed a significant increase in academic achievement in the experimental group, whereas no significant difference was observed in the control group (p<0.05). In the life skills scale, significant differences were observed between groups, with an increase in the experimental group and a decrease in the control group (p<0.05). In terms of deep science learning approaches, a significant difference was found in the control group, with a decrease, while no significant difference was observed in the experimental group (p<0.05). In surface-level science learning approaches, significant differences and decreases were observed in both experimental and control groups. The study concluded that the design-based science teaching method improved students' academic achievements and positively influenced their deep science learning approaches and life skills. This method can be applied by subject teachers and classroom teachers in units and achievements requiring such applications.