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Key messages:

• Science lessons should foster a true scientific attitude and build students’ trust in science.
• Cultivating values supporting care and empathy is needed to meet global challenges.
• Motives and values are better internalised when the three basic psychological needs for competence, autonomy and relatedness are met in the science classroom. 

In this study, middle school students’ (8th grade, n = 24) problem-solving processes were investigated while implementing a design-based science learning (DBSL) approach. DBSL tries to incorporate science learning with the processes of engineering design. A DBSL module was developed by the research team within which students were expected to design an ice cream making device from simple and easily available materials. The goals of the study were: (a) To develop an understanding of the processes of student design including difficulties they face within the DBSL setting; (b) to determine how science knowledge was used by students in a design situation; and (c) to explore how student design processes and design products can be characterized and eventually, assessed. Data were gathered from students’ written reports, video-recorded classroom observations, and teachers’ oral feedback. The findings reveal that the crucial aspects for design success were the students’ understanding of the scientific phenomena, the operational principles behind the ice cream making device, and the understanding of the design criteria. Lack of one or more led to unrealistic design ideas. The initial difficulties were overcome by peer support, teacher guidance, and trial and error experiences. A set of assessment criteria, able to characterize student design products, were developed. As a result of this study, practical guidelines for curriculum developers and teachers on how to facilitate further implementation of DBSL in the classroom are provided.

In the current study, middle school students’ problem-solving was explored. Within a design-based science learning (DBSL) module, the students were expected to design an ice cream making device. The goals of the study were: (a) to describe the DBSL module; (b) to develop an understanding of the processes of student design and difficulties they face within the given setting; (c) to find out how science knowledge was used by students in a design situation; (d) to explore how student design processes and design products can be characterised and eventually, assessed.  Data were gathered by students’ written reports and video recorded classroom observations. Based on the findings, it can be concluded that the crucial areas important for design success were the students’ understanding of the scientific phenomena and the operational principles behind the ice cream making device. Lack of one or both led to unrealistic design ideas. As a result of the study, a set of assessment criteria was developed which covered the functional, structural, safety and feasibility aspects of the device. According to the criteria, it was found that amongst the initial individual design projects (N=23), only eight could be classified as realistic, nine as realistic with reservations while seven were classified as unrealistic. The initial difficulties, were overcome though, by peer support, teacher guidance, and some trial and error experiences resulting in five mostly realistic group designs.

In the current study, lower secondary school students’ problem-solving was explored while using a design-based science learning (DBSL) approach. A learning module in which students were expected to design an ice cream making device was developed. The goal of the study was to introduce the DBSL module and to explore how student design products can be characterised and eventually, assessed. Data were gathered by students’ written reports and video recorded classroom observations. As a result of the study, a set of assessment criteria was developed which covered the functional, structural, safety and feasibility aspects of the device. According to the criteria, it was found that amongst the initial individual design projects (N=23), only eight could be classified as realistic, nine as realistic with reservations while seven were classified as unrealistic. The initial difficulties, though, were overcome by peer support, teacher guidance, and some trial and error experiences resulting in five mostly realistic group designs.

In this case study, basic school (8th grade) students’ (N=24) problem-solving processes are studied while implementing a design-based science learning (DBSL) approach. DBSL combines the processes of engineering design with scientific inquiry attempting to engage students in scientific reasoning through solving authentic problems. Three DBSL modules are developed by the research team within which students are expected to design an ice cream and a soda „machine“ plus a battery from simple and easily available materials. It is expected to find out: (a) how science knowledge learned before or during the inquiry session within a DBSL module is transferred to and applied in a design situation; (b) what are the characteristics of students’ scientific reasoning while solving different types of problems in DBSL setting; (c) what kinds of peer interactions can be observed during DBSL activities? Data are gathered by video recorded classroom observations and students’ written reports. Written transcripts of classroom discourse are analyzed interpretively using qualitative content analysis approach. Data analysis is expected to be finalised by May, 2016. The findings from this study have potential to improve our understanding of how students construct knowledge while solving complex problems in DBSL setting but also provide practical guidelines for teachers to facilitate further adoption of DBSL in science classroom.

In the current study, gymnasium students’ technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students’ lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18). At the beginning of the study, 10th-11th grade students (N=314)completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students’ technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys’ future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention,students’ technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.