Research Information System
Journal of Necmettin Erbakan University Ereğli Faculty of Education, vol.6, no.2, pp.992-1009, 2024 (Peer-Reviewed Journal)
In recent years, the number of scientific publications on Engineering Design-Based Science Education (EDBSE) in Turkey has been increasing exponentially. This situation creates the need to review the trend and current status of research in the field. This research aims to examine the EDBSE studies conducted in Turkey in the 13 years since the inclusion of EDBSE studies in the curriculum and to determine the current status and trend with a general framework. Descriptive content analysis, one of the systematic review methods, was used in the research. The keywords “Mühendislik Tasarım” in Turkish and “Engineering Design” in English from TR Index, ERIC and EBSCOhost databases were used to access the studies. 78 articles were included in the research. In the research, it is reached that EDBSE studies were emphasized after 2017, and studies were carried out the most in 2022; the most purposes include the development of skills, examination of opinions, activity development, and academic achievement; qualitative method and documents were used the most; the majority of the participants consisted of secondary school students; the studies were mostly carried out on the subject area of Physical Events. The results of the research showed that EDBSE developed 21st-century skills/competencies, design skills, critical thinking, decision-making, entrepreneurship, problem-solving, creativity, and scientific process skills. The participants expressed positive opinions by stating that EDBSE was fun and motivating, they used interdisciplinary knowledge in the process, they understood the subject more easily, their cognitive and psychomotor skills improved and they wanted to use EDBSE in future lessons. In addition, it was concluded that EDBSE has positive effects on STEM, academic achievement, knowledge acquisition, orientation, and perception and that many activity development studies have been conducted for EDBSE. Finally, the results of the research include that the participants had difficulty in the process, had negative opinions, had misconceptions about EDBSE and STEM, and that teachers and teacher candidates had problems in developing activities.