Effect of Engineering Design-Based Teaching on Middle School Students' Creative Problem Solving and Entrepreneurship

Abstract

This research investigates the effect of engineering design-based science teaching (EDBST) on middle school students' creative problem-solving, entrepreneurship skills, and views on engineering-based teaching. A mixed design approach was adopted for this research, which combines quantitative and qualitative research designs. Twenty students in the experimental group received training designed through the EDBST, while the 20 students in the control group received training using the 5E learning model. The Creative Problem-Solving Attributes Inventory, Science-Based Entrepreneurship Scale, and semi-structured interview form were used as data collection tools. As a result, EDBST positively affected middle school students' creative problem-solving and entrepreneurship skill levels. In addition, students reported feeling more creative and happier at the end of the teaching process, and that positive changes in their perception of engineering were evident. Thus, EDBST practices should be incorporated into strategies to develop the creative, problem-solving, and entrepreneurial skills of future individuals.