Influence of different approaches to design-based learning on eighth grade students’ science content learning and STEM identity

ABSTRACT

Design-based learning (DBL), a pedagogical approach to integrating science, technology, engineering, and mathematics (STEM) education, has been internationally promoted in K-12 curricula. Despite DBL’s variations, research has indicated it can facilitate students’ content learning. However, it is less clear whether DBL can foster students’ STEM identity. The lack of research on this issue is critical, because STEM identity is a factor influencing secondary students to pursue STEM-related careers. This study aims to examine the influences of DBL on two types of learning outcomes achieved by eighth grade students. Two classes of 32 students, denoted Class 1 and Class 2, engaged in different approaches to DBL: respectively, design-through-science and science-through-design. Data were collected before and after DBL through using a conceptual test and a self-reported questionnaire measuring STEM identity. The data were descriptively and inferentially analysed to compare each class’s learning outcomes and the differences between these classes. Results reveal that, compared to Class 1, Class 2 more effectively improved their content learning and demonstrated more aspects of STEM identity. However, promoting content knowledge and developing STEM identity over a multi-week duration is challenging. It is necessary to integrate a specific framework into DBL to cultivate content learning and STEM identity.

KEYWORDS:

• Content learning
• design-based learning
• STEM education
• STEM identity
• secondary education

Acknowledgments

This research was funded by Thailand Science Research and Innovation and the University of Phayao (Grant Number: FF65-RIM152). It was conducted in accordance with the ethical principles approved by the University of Phayao’s Human Ethics Committee (Code Number UP-HEC 2.1/043/64).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Luecha Ladachart

Luecha Ladachart is an Associate Professor of Science Education in School of Education at University of Phayao. His research focuses on STEM education through design-based approaches. He is now the director of master’s degree program of STEM education.

Visit Radchanet

Visit Radchanet is a physics teacher with senior professional level at the department of science and technology learning at Thumpinwittayakom School. He has engaged in research on STEM education using design-based approaches in secondary-school levels.

Wannakorn Phornprasert

Wannakorn Phornprasert is a lecturer of educational measurement and assessment at School of Education in University of Phayao. Developing and validating instruments for quantitative research is her area of expertise.

Wilawan Phothong

Wilawan Phothong is an Assistant Professor of Educational Technology in School of Education at University of Phayao. She is interested in computational thinking. She is now the director of master’s degree program of educational innovators.