The Effectiveness of Engineering Design Process-Based Physics Teaching on Science and Engineering Practices Acquisition among Tenth-Grade Students
Abstract
This study investigated the effectiveness of the Engineering design process-based teaching on Science and Engineering Practices Acquisition Among 10th-grade. A quasi-experimental approach was adopted whereas an engineering practices acquisition scale was administered to 124 male and female students. The experimental group was taught using the engineering design process-based teaching. In contrast, the control group was taught with the conventional method. Results revealed that there were statistically significant differences in favor of the experiment group in the following process (asking questions and defining problems, developing and using models, analyzing and interpreting data, using mathematics, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating and communicating information). In comparison, there were no statistically significant differences in Planning and carrying out investigations. The study recommended educating students on engineering design and encouraging them to integrate into science and engineering practices activities.
