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

References

• Aguirre-Munoz, Z., Pantoya, M., Pando, M., & Garro, E. S. L. (2021). Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners’ content learning and engineering identity. Journal of Engineering Education, 110(3), 517–544. https://doi.org/10.1002/jee.20409
   Web of Science ®Google Scholar
• Apedoe, X. S., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (2008). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology, 17(5), 454–465. https://doi.org/10.1007/s10956-008-9114-6
   Web of Science ®Google Scholar
• Apedoe, X. S., & Schunn, C. D. (2013). Strategies for success: Uncovering what makes students successful in design and learning. Instructional Science, 41(4), 773–791. https://doi.org/10.1007/s11251-012-9251-4
   Web of Science ®Google Scholar
• Avaraamidou, L. (2020). Science identity as a landscape of becoming: Rethinking recognition and emotions through an intersectionality lens. Cultural Studies of Science Education, 15(2), 323–345. https://doi.org/10.1007/s11422-019-09954-7
   Web of Science ®Google Scholar
• Bachtold, M. (2013). What do students “construct” according to constructivism in science education? Research in Science Education, 43(6), 2477–2496. https://doi.org/10.1007/s11165-013-9369-7
   Web of Science ®Google Scholar
• Bureau of Academic Affairs and Educational Standards. (2017). Indicators and core learning content in science according to the basic education core curriculum B.E (2551 (revised version B.E. 2560) ed.). Press of the Agricultural Co-operative Federation of Thailand.
   Google Scholar
• Bush, S. B., Edelen, D., Roberts, T., Maiorca, C., Ivy, J. T., Cook, K. L., Tripp, L. O., Burton, M., Alameh, S., Jackson, C., Mohr-Schroeder, M. J., Schroeder, D. C., McCurdy, R. P., & Cox, R. (2022). Humanistic STE(A)M instruction through empathy: Leveraging design thinking to improve society. Pedagogies: An International Journal. https://doi.org/10.1080/1554480X.2022.2147937
   Web of Science ®Google Scholar
• Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Educational Research Journal, 55(4), 761–800. https://doi.org/10.3102/0002831218758668
   Web of Science ®Google Scholar
• Capobianco, B. M., Yu, J. H., & French, B. F. (2015). Effects of engineering design-based science on elementary school science students’ engineering identity development across gender and grade. Research in Science Education, 45(2), 275–292. https://doi.org/10.1007/s11165-014-9422-1
   Web of Science ®Google Scholar
• Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
   Web of Science ®Google Scholar
• Chase, C. C., Malkiewich, L., & Kumar, A. S. (2019). Learning to notice science concepts in engineering activities and transfer situations. Science Education, 103(2), 440–471. https://doi.org/10.1002/sce.21496
   Web of Science ®Google Scholar
• Chiang, I. A., Jhangiani, R. S., & Price, P. C. (2015). Research methods in psychology (2nd Canadian ed.). Retrieved from https://opentextbc.ca/researchmethods
   Google Scholar
• Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1–49. https://doi.org/10.3102/00346543063001001
   Web of Science ®Google Scholar
• Chu, L., Sampson, V., Hutner, T. L., Rivale, S., Crawford, R. H., Baze, C. L., & Brooks, H. S. (2019). Argument-driven engineering in middle school science: An exploratory study of changes in engineering identity over an academic year. Journal of Pre-College Engineering Education Research (J-PEER), 9(2). https://doi.org/10.7771/2157-9288.1249.
   Google Scholar
• Chusinkunawut, K., Henderson, C., Nugultham, K., Wannagatesiri, T., & Fakcharoenphol, W. (2021). Design-based science with communication scaffolding results in productive conversations and improved learning for secondary students. Research in Science Education, 51(4), 1123–1140. https://doi.org/10.1007/s11165-020-09926-w
   Web of Science ®Google Scholar
• Cohen, S. M., Hazari, Z., Mahadeo, J., Sonnert, G., & Sadler, P. M. (2021). Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study. Science Education, 105(6), 1126–1150. https://doi.org/10.1002/sce.21670
   Web of Science ®Google Scholar
• Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268
   Web of Science ®Google Scholar
• Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215–226. https://doi.org/10.1111/ssm.12023
   Google Scholar
• Cwik, S., Singh, C., & Ummarino, D. (2022). Self-efficacy and perceived recognition by peers, instructors, and teaching assistants in physics predict bioscience majors’ science identity. PLoS One, 17(9), e0273621. https://doi.org/10.1371/journal.pone.0273621
   PubMed Web of Science ®Google Scholar
• Dankenbring, C., & Capobianco, B. M. (2016). Examining elementary school students’ mental models of Sun-Earth relationships as a result of engaging in engineering design. International Journal of Science and Mathematics Education, 14(5), 825–845. https://doi.org/10.1007/s10763-015-9626-5
   Web of Science ®Google Scholar
• Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19–33. https://doi.org/10.1007/s10649-016-9696-5
   Web of Science ®Google Scholar
• Delen, I., & Sen, S. (2023). Effect of design-based learning on achievement in K-12 education: A meta-analysis. Journal of Research in Science Teaching, 60(2), 330–356. https://doi.org/10.1002/tea.21800
   Web of Science ®Google Scholar
• Dou, R., & Cian, H. (2021). The relevance of childhood science talk as a proxy for college students’ STEM identity as a Hispanic serving institution. Research in Science Education, 51(4), 1093–1105. https://doi.org/10.1007/s11165-020-09928-8
   Web of Science ®Google Scholar
• Dou, R., & Cian, H. (2022). Constructing STEM identity: An expanded structural model for STEM identity approach. Journal of Research in Science Teaching, 59(3), 458–490. https://doi.org/10.1002/tea.21734
   Web of Science ®Google Scholar
• Dou, R., Hazari, Z., Dabney, K., Sonnert, G., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103(3), 623–637. https://doi.org/10.1002/sce.21499
   Web of Science ®Google Scholar
• Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.x
   Web of Science ®Google Scholar
• Ellefson, M. R., Brinker, R. A., Vernacchio, V. J., & Schunn, C. D. (2008). Design-based learning for biology: Genetic engineering experience improves understanding of gene expression. Biochemistry and Molecular Biology Education, 36(4), 292–298. https://doi.org/10.1002/bmb.20203
   PubMed Web of Science ®Google Scholar
• English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0036-1.
   PubMedGoogle Scholar
• English, L. D., & King, D. T. (2015). STEM learning through engineering design: Fourth-grade students’ investigations in aerospace. International Journal of STEM Education, 2(1). https://doi.org/10.1186/s40594-015-0027-7.
   Google Scholar
• Faikhamta, C., & Ladachart, L. (2016). Science education in Thailand: Moving through crisis to opportunity. In M. Chiu (Ed.), Science education research and practice in Asia (pp. 197–214). Springer Singapore. https://doi.org/10.1007/978-981-10-0847-4_11
   Google Scholar
• Falloon, G., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding K-12 STEM education: A framework for developing STEM literacy. Journal of Science Education and Technology, 29(3), 369–385. https://doi.org/10.1007/s10956-020-09823-x
   Web of Science ®Google Scholar
• Fortus, D., Dershimer, R. C., Karjcik, J., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1018–1110. https://doi.org/10.1002/tea.20040
   Web of Science ®Google Scholar
• Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099
   Google Scholar
• Godwin, A., & Poivin, G. (2017). Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation. Journal of Research in Science Teaching, 54(4), 439–462. https://doi.org/10.1002/tea.21372
   Web of Science ®Google Scholar
• Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2020). The effects of prior informal science and math experiences on undergraduate STEM identity. Research in Science and Technological Education, 38(3), 272–288. https://doi.org/10.1080/02635143.2019.1627307
   Web of Science ®Google Scholar
• Goldman, S., & Kabayadondo, Z. (2017). Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms. In S. Goldman & Z. Kabayadondo (Eds.), Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms (pp. 3–19). Routledge. https://doi.org/10.4324/9781317327585
   Google Scholar
• Gomez Puente, S. M., van Eijck, M., & Jochens, W. (2011). Towards characterising design-based learning in engineering education: A review of the literature. European Journal of Engineering Education, 36(2), 137–149. https://doi.org/10.1080/03043797.2011.565116
   Google Scholar
• Goss-Sampson, M. A. (2020). Statistical Analysis in JASP: A Guide for Students. Retrieved from https://jasp-stats.org/wp-content/uploads/2020/11/Statistical-Analysis-in-JASP-A-Students-Guide-v14-Nov2020.pdf
   Google Scholar
• Grimalt-Alvaro, C., Couso, D., Boixadera-Planas, E., & Godec, S. (2022). “I see myself as a STEM person”: Exploring high school students’ self-identification with STEM. Journal of Research in Science Teaching, 59(5), 720–745. https://doi.org/10.1002/tea.21742
   Web of Science ®Google Scholar
• Hachey, A., An, S. A., & Golding, D. E. (2022). Nurturing kindergarteners’ early STEM academic identity through makerspace pedagogy. Early Childhood Education Journal, 50(3), 469–479. https://doi.org/10.1007/s10643-021-01154-9
   Web of Science ®Google Scholar
• Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. https://doi.org/10.1002/tea.20363
   Web of Science ®Google Scholar
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
   Web of Science ®Google Scholar
• Hughes, R., Schellinger, J., & Roberts, K. (2021). The role of recognition in disciplinary identity for girls. Journal of Research in Science Teaching, 58(3), 420–455. https://doi.org/10.1002/tea.21665
   Web of Science ®Google Scholar
• Hughes, R. M., Nzekwe, B., & Molyneaux, K. J. (2013). The single sex debate for girls in science: A comparison between two informal science programs on middle school students’ STEM identity formation. Research in Science Education, 43(5), 1979–2007. https://doi.org/10.1007/s11165-012-9345-7
   Web of Science ®Google Scholar
• Institute for the Promotion of Teaching Science and Technology. (2015). Basic Knowledge About STEM Education. Retrieved from http://www.stemedthailand.org/wp-content/uploads/2015/03/newIntro-to-STEM.pdf.
   Google Scholar
• Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computer & Education, 73, 26–39. https://doi.org/10.1016/j.compedu.2013.12.010
   Web of Science ®Google Scholar
• Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework of integrated STEM education. International Journal of STEM Education, 3(1), Article number 11. https://doi.org/10.1186/s40594-016-0046-z.
   PubMedGoogle Scholar
• Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589–625. https://doi.org/10.3102/0034654318779957
   Web of Science ®Google Scholar
• Kolodner, J. L., Camp, P. J., Crismond, C. D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by designTM into practice. Journal of the Learning Sciences, 12(4), 495–547. https://doi.org/10.1207/S15327809JLS1204_2
   Web of Science ®Google Scholar
• Korur, F., Efe, G., Erdogan, F., & Tunc, B. (2017). Effects of toy crane design-based learning on simple machines. International Journal of Science and Mathematics Education, 15(2), 251–271. https://doi.org/10.1007/s10763-015-9688-4
   Web of Science ®Google Scholar
• Ladachart, L., Chaimongkol, J., & Phothong, W. (2022). Design-based learning to facilitate secondary students’ understanding of pulleys. Australasian Journal of Engineering Education, 27(1), 26–37. https://doi.org/10.1080/22054952.2022.2065722
   Google Scholar
• Ladachart, L., Cholsin, J., Kwanpet, S., Teerapanpong, R., Dessi, A., Phuangsuwan, L., & Phothong, W. (2022). Using reverse engineering to enhance ninth-grade students’ understanding of thermal expansion. Journal of Science Education and Technology, 31(2), 177–190. https://doi.org/10.1007/s10956-021-09940-1
   Web of Science ®Google Scholar
• Ladachart, L., Khamlarsai, S., & Phothong, W. (2021). A design-based activity for teaching and learning torque. Physics Education, 56(2), 023009. https://doi.org/10.1088/1361-6552/abdb75
   Google Scholar
• Ladachart, L., Khamlarsai, S., & Phothong, W. (2022). Facilitating educationally disadvantaged students’ learning of torque using a design-based activity. LUMAT: International Journal on Math, Science and Technology Education, 10(1), 151–181. https://doi.org/10.31129/LUMAT.10.1.1664
   Google Scholar
• Ladachart, L., Radchanet, V., & Phothong, W. (2023). Effect of initial design experience on students’ development of scientific understanding. The Journal of Experiential Education, 46(1), 115–134. https://doi.org/10.1177/10538259221098549
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Lee, G., & Byun, T. (2012). An explanation for the difficulty of leading conceptual change using a counterintuitive demonstration: The relationship between cognitive conflict and responses. Research in Science Education, 42(5), 943–965. https://doi.org/10.1007/s11165-011-9234-5
   Web of Science ®Google Scholar
• Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316. https://doi.org/10.1002/1098-2736(200103)38:3<296:AID-TEA1007>3.0.CO;2-R
   Web of Science ®Google Scholar
• Leung, S. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-point Likert scales. Journal of Social Service Research, 37(4), 412–421. https://doi.org/10.1080/01488376.2011.580697
   Web of Science ®Google Scholar
• Lewis, T. (2006). Design and inquiry: Bases for an accommodation between science and technology education in the curriculum? Journal of Research in Science Teaching, 43(3), 255–281. https://doi.org/10.1002/tea.20111
   Web of Science ®Google Scholar
• Li, Y., Schoenfeld, A. H., deSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). Design and design thinking in STEM education. Journal of STEM Education Research, 2(2), 93–104. https://doi.org/10.1007/s41979-019-00020-z
   Google Scholar
• Martin-Hansen, L. (2018). Examining ways to meaningfully support students in STEM. International Journal of STEM Education, 5(1), Article number 53. https://doi.org/10.1186/s40594-018-0150-3.
   PubMed Web of Science ®Google Scholar
• Marton-Paez, T., Aguilera, D., Perales-Palacios, J., & Vilchez-Gonzalez, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
   Web of Science ®Google Scholar
• Marulcu, I., & Barnett, M. (2013). Fifth graders’ learning about simple machines through engineering design-based instruction using LEGOTM materials. Research in Science Education, 43(5), 1825–1850. https://doi.org/10.1007/s11165-012-9335-9
   Web of Science ®Google Scholar
• McCurdy, R. P., Nickels, M., & Bush, S. B. (2020). Problem-based design thinking tasks: Engaging student empathy in STEM. The Electronic Journal for Research in Science & Mathematics Education, 24(2), 22–55. https://ejrsme.icrsme.com/article/view/19925
   Google Scholar
• McGinn, M. K., & Roth, W.-M. (1998). Assessing students’ understanding about levers: Better test instruments are not enough. International Journal of Science Education, 20(7), 813–832. https://doi.org/10.1080/0950069980200705
   Web of Science ®Google Scholar
• McKenna, A., & Agogino, A. (1998). A web-based instructional module for teaching middle school students engineering design with simple machines. Journal of Engineering Education, 87(9), 437–444. https://doi.org/10.1002/j.2168-9830.1998.tb00376.x
   Google Scholar
• Mehalik, M. M., Doppelt, Y., & Schunn, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71–85. https://doi.org/10.1002/j.2168-9830.2008.tb00955.x
   Web of Science ®Google Scholar
• Morton, T. R., & Parsons, E. C. (2018). #blackgirlmagic: The identity conceptualization of Black women in undergraduate STEM education. Science Education, 102(6), 1363–1393. https://doi.org/10.1002/sce.21477
   Web of Science ®Google Scholar
• Olsen, T. P., Hewson, P. W., & Lyons, L. (1996). Preordained science and student autonomy: The nature of laboratory tasks in physics classrooms. International Journal of Science Education, 18(7), 775–790. https://doi.org/10.1080/0950069960180704
   Web of Science ®Google Scholar
• Otto, K. N., & Wood, K. L. (1998). Product evolution: A reverse engineering and redesign methodology. Research in Engineering Design, 10(4), 226–243. https://doi.org/10.1007/s001639870003
   Web of Science ®Google Scholar
• Paquette, G. D., Patel, D. N., Bessette, A., & Morkos, B. W. (2016). Exploring the use of reverse engineering as a means to introduce engineering to middle school students. Proceedings of the ASME 2016 International Design Engineering Technical Conference and Computers and Information in Engineering Conference, August 21-24 2016, Charlotte, North Carolina, USA. https://doi.org/10.1115/DETC2016-60358
   Google Scholar
• Parmaxi, A., & Zaphiris, P. (2014). The evolution of constructivism: An overview of the literature. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies. Designing and developing novel learning experiences. LCT 2014. Lecture notes in computer science (pp. 452–461). Springer. https://doi.org/10.1007/978-3-319-07482-5_43
   Google Scholar
• Promboon, S., Finley, F. N., & Kaweekijmanee, K. (2018). The evolution and current status of STEM education in Thailand: Policy directions and recommendations. In G. W. Fry (Ed.), Education in Thailand: An old elephant in search of a new mahout (pp. 423–459). Springer Singapore. https://doi.org/10.1007/978-981-10-7857-6_17
   Google Scholar
• Paul, K. M., Maltese, A. V., & Valdivia, D. S. (2020). Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00243-2.
   Web of Science ®Google Scholar
• Pinkard, N., Erete, S., Martin, C. K., & de Royston, M. M. (2017). Digital youth divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477–516. https://doi.org/10.1080/10508406.2017.1307199
   Web of Science ®Google Scholar
• Quinn, C. M., Reid, J. W., & Gardner, G. E. (2020). S + T + M = E as a convergent model for the nature of STEM. Science & Education, 29(4), 881–898. https://doi.org/10.1007/s11191-020-00130-w
   Web of Science ®Google Scholar
• Rimoldini, L. G., & Singh, C. (2005). Student understanding of rotational and rolling motion concepts. Physical Review Special Topics – Physics Education Research, 1(1), 010102. https://doi.org/10.1103/PhysRevSTPER.1.010102
   Google Scholar
• Roberts, K., & Hughes, R. (2022). Recognition matters: The role of informal science education programs in developing girls’ science identity. Journal for STEM Education Research, 5(2), 214–232. https://doi.org/10.1007/s41979-022-00069-3
   Google Scholar
• Rodriguez, L. (2018). From interest to identity: Creating and nurturing STEM kids in middle school. Science Scope, 42(3), 79–85. https://www.jstor.org/stable/26611869
   Google Scholar
• Rodriguez, S., Cunningham, K., & Jordan, A. (2019). STEM identity development for Latinas: The role of self- and outside recognition. Journal of Hispanic Higher Education, 18(3), 254–272. https://doi.org/10.1177/1538192717739958
   Google Scholar
• Saez-Lopez, J., & Selillano-Garcia, M. (2017). Sensors, programming and devices in art education sessions: One case in the context of primary education. Culture and Education, 29(2), 350–384. https://doi.org/10.1080/11356405.2017.1305075
   Google Scholar
• Sarioglan, A. B., & Kucukozer, H. (2014). 11th grade students’ conceptual understanding about torque concept: A longitudinal study. Eurasia Journal of Physics and Chemistry Education, 6(2), 162–175. https://www.ijpce.org/index.php/IJPCE/article/view/63
   Google Scholar
• Schauble, L. (1990). Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of Experimental Child Psychology, 49(1), 31–57. https://doi.org/10.1016/0022-09659090048-D
   PubMed Web of Science ®Google Scholar
• Schauble, L., Klopfer, L. E., & Raghavan, K. (1991). Students’ transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching, 28(9), 859–882. https://doi.org/10.1002/tea.3660280910
   Web of Science ®Google Scholar
• Schnittka, C., & Bell, R. (2011). Engineering design and conceptual change in science: Addressing thermal energy and heat transfer in eighth grade. International Journal of Science Education, 13(1), 1861–1887. https://doi.org/10.1080/09500693.2010.529177
   Google Scholar
• Schnittka, J., & Schnittka, C. (2016). “Can I drop it this time?” Gender and collaborative group dynamics in an engineering design-based afterschool program. Journal of Pre-College Engineering Education Research, 6(2), 1–24. https://doi.org/10.7771/2157-9288.1120
   Google Scholar
• Schweitzer, J., Groeger, L., & Sobel, L. (2016). The design thinking mindset: An assessment of what we know and what we see in practice. Journal of Design, Business and Society, 2(2), 71–94. https://doi.org/10.1386/dbs.2.1.71_1
   Google Scholar
• Shanta, S., & Wells, J. G. (2022). T/E design-based learning: Assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, 32(1), 267–285. https://doi.org/10.1007/s10798-020-09608-8
   Web of Science ®Google Scholar
• Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115–163. https://doi.org/10.1207/s15327809jls0302_1
   Google Scholar
• Subramaniam, K. (1999). Practical physics: Students design appliances containing bimetallic strips. The Science Teacher, 66(4), 37–39. https://www.jstor.org/stable/24153526
   Google Scholar
• Swanson, H. L. (2015). Leveraging students’ prior knowledge in attaining deep structural understanding of domain general models [ Unpublished doctoral dissertation]. University of California.
   Google Scholar
• Tae, J. (2017). Development of STEAM education program utilizing IoT teaching aid for middle school students and its application. International Journal of Computer Science and Information Technology for Education, 2(1), 15–20. https://doi.org/10.21742/ijcsite.2017.2.1.03
   Google Scholar
• Tantiwiramanond, D. (1997). Changing gender relations in Thailand: A historical and cultural analysis. Indian Journal of Gender Studies, 4(2), 167–198. https://doi.org/10.1177/097152159700400203
   PubMedGoogle Scholar
• Tang, K., & Williams, P. J. (2019). STEM literacy or literacies? Examining the empirical basis of these constructs. Review of Education, 7(3), 675–697. https://doi.org/10.1002/rev3.3162
   Web of Science ®Google Scholar
• Tas, Y., Aksoy, G., & Cengiz, E. (2019). Effectiveness of design-based science on students’ learning in electrical energy and metacognitive self-regulation. International Journal of Science and Mathematics Education, 17(6), 1109–1128. https://doi.org/10.1007/s10763-018-9923-x
   Web of Science ®Google Scholar
• Talafian, H., Moy, M. K., Woodard, M. A., & Foster, A. N. (2019). STEM identity exploration through an immersive learning environment. Journal of STEM Education Research, 2(2), 105–127. https://doi.org/10.1007/s41979-019-00018-7
   Google Scholar
• Thibaut, L., Ceuppens, S., de Loof, H., de Meester, J., Goovaerts, L., Struyf, A., Pauw, J. B., Dehaene, W., Deprez, J., de Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K., van de Velde, D., van Petegem, P., & Depaepa, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 1–12. https://doi.org/10.20897/ejsteme/85525
   Google Scholar
• Tytler, R. (2020). STEM education for the twenty-first century. In J. Anderson & Y. Li (Eds.), Integrated approaches to STEM education: An international perspective (pp. 21–43). Springer International Publishing. https://doi.org/10.1007/978-3-030-52229-2_3
   Google Scholar
• Wendell, K. B., & Rogers, C. (2013). Engineering design-based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513–540. https://doi.org/10.1002/jee.20026
   Web of Science ®Google Scholar
• Wu, H., & Leung, S. (2017). Can Likert scale be treated as interval scales? —A simulation study. Journal of Social Service Research, 43(4), 527–532. https://doi.org/10.1080/01488376.2017.1329775
   Web of Science ®Google Scholar
• Yoon, S. Y., Dyehouse, M., Lucietto, A. M., Disfes Dux, H. A., & Capobianco, B. M. (2014). The effects of integrated science, technology, and engineering education on elementary students’ knowledge and identity development. School Science and Mathematics, 114(8), 380–391. https://doi.org/10.1111/ssm.12090
   Google Scholar
• Yu, C.-H. (2021). Threats to Validity of Research Design. Retrieved from http://www.creative-wisdom.com/teaching/WBI/threat.shtml.
   Google Scholar
• Zhang, F., Markopoulos, P., & Bekker, T. (2020). Children’s emotions in design-based learning: A systematic review. Journal of Science Education and Technology, 29(4), 459–481. https://doi.org/10.1007/s10956-020-09830-y
   Web of Science ®Google Scholar
• Zhong, B., Kang, S., & Zhan, Z. (2021). Investigating the effect of reverse engineering pedagogy in K-12 robotics education. Computer Applications in Engineering Education, 29(5), 1097–1111. https://doi.org/10.1002/cae.22363
   Web of Science ®Google Scholar
• Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics, 112(1), 12–19. https://doi.org/10.1111/j.1949-8594.2012.00101.x
   Google Scholar
• Zubrowski, B. (2002). Integrating science into design technology projects: Using a standard model in the design process. Journal of Technology Education, 13(2), 48–67. https://doi.org/10.21061/jte.v13i2.a.4
   Google Scholar