Search

This study aimed to investigate grade-7 students' negotiation during the engineering design process regarding the students' status of argumentation training. The participants were 33 students studying at a public urban middle school in Turkey. They worked in small groups on four engineering design tasks about electricity and light. Data were collected through small group audio recordings, student worksheets, and the observation. The data were analyzed by using content analysis. The results indicated that negotiation patterns were similar across all groups. However, differences were found between the group that received argumentation training and the one that did not receive in terms of proposing ideas for material design, using justifications when in agreement with others, counter proposing and acquiring information for better planning and altering the design, and critiquing for design advantages and disadvantages.

Astronomy education is essential for STEM education in primary schools, and integrating engineering design-based science education enhances student engagement and achievement in the field of space science. Integrating engineering design into science education is essential for students to excel in astronomy and to meet the requirements of contemporary society. This study investigated the effect of engineering design-based instruction (EDBI) on the understanding of astronomy concepts among sixth-grade students. The study included a cohort of 37 sixth-grade students from a public school. It was carried out using a one-group pre-test, post-test experimental design. All participants received EDBI that was based on the objectives of the 6th grade "Solar System and Eclipses" unit. Statistical analyses were employed to ascertain the effect of astronomy instruction based on engineering design on students' comprehension of astronomy concepts. The results indicated a significant difference in the average scores of students' understanding of astronomical concepts before and after being taught using EDBI.

The purpose of the current study is to examine the effect of adapting the engineering design process to robotic coding, STEM, and the nature of science applications on teachers' self-efficacy towards engineering education and attitudes towards robotic coding. A weak experimental design with a single-group pre-test and post-test, one of the quantitative research methods, was used in the study. The sample of the study consists of 20 science teachers from all over Turkey who meet the application requirements within the scope of the project 2237 supported by TÜBITAK and working in schools affiliated to the Ministry of National Education. The sample was determined using the purposive sampling method. In this study, teachers were given theoretical and practical training on engineering design process-based STEM, robotic coding, and the nature of science for a total of 36 hours over one week. Quantitative data were analyzed using dependent groups t-test and correlation analysis in the SPSS 23 program. They evaluated their ability to apply these activities in their classes. As a result of the analysis of the quantitative data of the study, it was observed that their self-efficacy towards engineering education and attitudes towards the use of robotic coding in the class showed a positive increase.

In the current study, an engineering design-based STEM activity was designed and implemented for 5th graders. The current activity is expected to provide guidance and perspective to teachers (practitioners) in designing and implementing an activity based on design-based learning, STEM activity, and engineering design process (EDP). At the same time, during the implementation of the activity, teachers and students experienced a STEM activity based on the EDP. In the fall semester of the 2022-2023 academic year, this STEM activity based on the engineering design process was planned for Friction force and water resistance in the 5th-grade middle school science course. Then, the activity was implemented in a class of 21 students. The activity was implemented in three class hours. This activity, titled "Let's Design a Water Slide Boat," aimed at designing a water slide boat that would be least affected by water resistance and friction force to improve students' engineering and design skills. This activity was based on NGSS and the objectives and outcomes set in the 5th-grade science curriculum of the Turkish Ministry of National Education.

This study aims to develop a scale to measure the design thinking process and to evaluate the reliability and validity of this scale. It fills this gap by introducing a 36-item scale specifically designed to measure design thinking abilities across the five key stages of the design thinking process: empathize, define, ideate, prototype, and test, to provide an accurate assessment of individual abilities across these stages. Aligned with the well-established design thinking process, the scale comprises five sub-dimensions, each focused on a specific stage. It employs a 5-point Likert-type response format, ensuring nuanced feedback. Rigorous psychometric evaluations confirmed the scale's trustworthiness. Internal consistency within each sub-dimension was exceptional, with Cronbach's alpha coefficients exceeding 0.80 across all stages. Remarkably, the overall scale achieved an outstanding 0.95 Cronbach's alpha, signifying unparalleled cohesiveness and reliability. Validity was further established through rigorous statistical analyses. Exploratory component analysis (EFA) accounted for 60% of the variance, confirming the structure and demonstrating strong item-to-factor loadings (ranging from 0.31 to 0.74). Confirmatory factor analysis (CFA) provided additional validation, with all fit indices exceeding established benchmarks, solidifying the scale's accuracy and applicability. Beyond these impressive psychometric qualities, the study offers several key advantages. The concise 36-item format ensures efficient administration and analysis, while the five distinct sub-dimensions allow for targeted evaluation of specific strengths and weaknesses within each stage. This detailed feedback holds immense value for researchers, educators, and professionals seeking to cultivate design thinking capabilities in diverse settings. By providing a validated and reliable tool for design thinking assessment, this study empowers a comprehensive understanding of individual strengths and weaknesses across the five critical stages. This, in turn, enables targeted interventions and fosters the development of effective design-thinking skills in various contexts.

Although the professional culture of designers has been emphasized as a peripheral issue in various fields of study in design, such as design culture and design management, it has rarely been the central topic of research. However, studies from other professional fields have demonstrated the significance of studying professional culture, especially its formation in higher educational contexts, as it has direct implications on professional status and career prospects of these professions' members. This paper aims to redress this gap by exploring how the professional culture acquired in industrial design education shapes industrial designers' work experiences in manufacturing companies? It focuses on the context of Turkey and empirically draws on interviews with industrial designers who have work experience in large-scale manufacturing companies. Interviews reveal insights into industrial designers' perceptions of the profession, experiences in undergraduate education, adaptations to professional life, and professional experiences in manufacturing companies where they collaborate with other professions, where cultural disconnect becomes visible. The qualitative data analysis highlighted the significance of being a community and having flexibility in space and time in industrial design's professional culture in the examined context. The findings underline collaboration and teaching of soft skills such as communication and teamwork as implications for industrial design education.

This study explores users' perceptions of the Virtual Assistant application facilitated by the Anadolu University Open Education System. It assesses the application's effectiveness and user satisfaction by analyzing opinions regarding its importance and the experience it delivers. The research delineates its population as learners engaging with the Virtual Assistant within the Anadolu University Open Education Framework. Employing a sequential explanatory design within mixed-method research methodologies, the investigation commenced with an online Virtual Assistant Satisfaction Survey involving 374 participants as the sample-subsequent focus group discussions with 18 users aimed to delve deeper into satisfaction levels vis-à-vis user expectations. Findings indicate a moderate level of satisfaction among users with the Virtual Assistant application, reflecting a congruence with anticipated outcomes. Moreover, the analysis across various dimensions revealed a comprehensive satisfaction in alignment with user expectations, particularly highlighting approval for the application's adherence to the Open Education website's design language. Conversely, dissatisfaction was noted concerning the specificity and utility of the information provided. The study identifies a disparity in satisfaction levels, with high marks in design aspects and lower evaluations in usability. Recommendations are extended towards enhancing the Virtual Assistant and similar tools through user-centric development and encouraging further research predicated on the insights garnered from this study.

In design education, students benefit not only from their project courses' content but also from the information resources they contain. When it comes to the repetition of unique problems and solution-oriented approaches in the design professions, the resources used to research solutions for the problems encountered in design education are also specific to that problem. This situation highlights resource diversity, and especially resource sharing, at various stages and thus opens a view into innovation habits among designers' behaviors. This empirical study explores whether or not designers' behaviors can be related to their practices in design project courses, regarding their open innovation tendencies. Semi-structured interviews with 20 designers are used to form a case study. Interviewees had experience with both in-house designers and freelancers, therefore purposive sampling was used. The results were analyzed thematically and discussed under open innovation practices.

This systematic literature review presents a review of the effects of integrated language arts, science and technology (ILS&T) instruction, with an inquiry- or design-based pedagogy, in elementary schools on student achievement. To this end, an overview of the characteristics of the 19 included studies and their interventions is first presented. Second, the effects of interventions in relation to the study characteristics and outcome variables were examined, by comparing the mean effect sizes. The findings demonstrate positive effects of ILS&T instruction for all reported student learning outcome variables. Third, the relation between characteristics of the intervention and effect sizes was analysed. Interventions with higher levels of integration, a short duration, and teacher professional development activities produce higher effect sizes. These findings are relevant for the design of ILS&T interventions. The analysis was challenged by a lack of detailed information in study and intervention descriptions, which prompts a call for scholars to provide more comprehensive information in their intervention studies.

STEM education, which means integrated thinking, attracts the attention of early childhood educators and researchers. Engineering education, which naturally serves STEM integration, contributes to children's problem-solving skills with failure analysis and continual improvement habits of mind. Children need adult support in this process due to their developmental characteristics. This study focuses on the roles of teachers in situations where children fail to solve the problems they encounter in the engineering design process. In this direction, the research was carried out with a case study. The participants were 17 preschool teachers working in southwestern Turkey and 255 children in their classes. The data for the study were collected through observation and a semi-structured interview protocol. The data were analyzed by content analysis. According to the results, teachers facilitated failure analysis and continual improvement processes in the problems faced by children by encouraging them to rethink the problem, encouraging them to persist, and inviting communication and cooperation with friends. The findings highlight teacher encouragement as important in children's failure analysis and continual improvement processes.

This research aims to question the effect of adopting non-formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out-of-school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non-formal and informal learning methods, are discussed. Although there are various out-of-school activities, the significance of these comprehensive extracurricular activities relies on being an entire student initiative from planning to execution and consisting of symposiums, workshops and organisation processes that bring non-formal and informal learning experiences together. Unlike most of the research discussing non-formal/in-formal activities through final products, our research focuses on the learning experience of the students and the learning process itself. Based on the participant observation method, we gathered data through observing behaviours and interactions, casual conversations, unstructured and informal interviews, and reviews of the participants' studies. The findings revealed the learning acquisitions and benefits that students gained intentionally or unintentionally throughout the process from integrated learning environments, which are required to compete with the complex challenges of architectural education and the profession, as emerging technologies, materials, design trends and societal conditions. This reality forces architectural education programs to embrace and integrate informal and non-formal learning experiences into their curricula. Flexible learning models need to be designed and adapted to formal education to provide a well-rounded educational experience for architecture students, emphasising self-directed learning and practical experience in real-world contexts.

This paper aims to interrogate the design studio conversations between teachers and students in order to explore the indicators regarding empathy. To investigate design conversations occurring between design teachers and design students, participant observation studies were conducted at two universities in Finland and Turkey. As an empathic indicator, we addressed (1) how design teachers take the perspective of other agencies and (2) what deliveries are utilised for empathic perspective-taking. It was understood that design teachers identify themselves with both human and non-human agencies as design students, users and materials. Moreover, deliveries leading to the identification of design teachers with these agencies included both discursive and performative means.

The aim of this study was to investigate the effect of design-based STEM activities developed by prospective secondary school maths teachers on their problem-solving skills and scientific creativity. An explanatory sequential mixed methods design was used in the current study, involving 45 senior students (i.e., prospective secondary school maths teachers) studying at a state university in the West Black Sea Region, Turkey during the academic year 2018/19. The participants were selected according to a purposive sampling method to be involved in our study, which was conducted during a course named "Science, Technology, and Society," and the implementation stage, of which took a total of 14 weeks, as three course hours per week. The "Problem Solving Inventory" (PSI) and "Scientific Creativity Test" (SCT) were used for the purpose of obtaining the quantitative data of the research, whereas interviews were conducted with the prospective teachers for collecting the qualitative data. The quantitative data were analyzed using a dependent t-test, while qualitative data was analyzed by descriptive analysis. A slight increase was detected in participants' problem-solving skills in relation to developing STEM activities, though not statistically significant. However, as a result of the implementation process, the scientific creativity of prospective teachers turned out to increase in such a way that it indicated a statistically significant difference.

The aim of this study is to share the experiences and the collaborations carried out within the sector during the pandemic period, in a graduation project which is focused on university-industry cooperation - in order to make the role of the designer in the sector more effective, to transform education into a comprehensive sectoral experience for students and to offer the sector the experience of working with the designer at Department of Industrial Design, Eskisehir Technical University. The method of the research is a case study examining by designing it with a holistic single-case design since it is a single, representative, and typical case. In the case study, the research group consists of the students who were enrolled in the 2019-2020 spring term graduation project course, academic supervisors and company mentors at Eskisehir Technical University, Turkiye. The result of the study is that pandemic opened the door to new educational experiences for design academics, students and companies. This sharp bend mainly affected the implementation processes of one-on-one lessons, just like the design studio, which we define as the heart of design education. It has also paved the way for different online interactive educational tools and platforms to be used for the educational components of the design of the process.

This paper is a systematic literature review of works focused on user-centred design practices and their potential application in pedagogical contexts in design and technology (D&T) education. It is a response to the increasingly complex demand of allowing students to develop so-called 21st-century skills within a D&T curriculum, which is often constrained by time, resources, and policy restrictions. This review highlights a range of studies that have been completed in various countries and phases of education, which enabled students to develop empathy with end-users whilst designing specifically for (and in some cases with) them. A Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) model was used to extract works published concerning established inclusion criteria. The articles were analysed according to their relation to user-centred design in a formal education setting and categorised based on the focus of each study. NVIVO was used to code the included literature to establish themes and to support analysis. The literature highlights many advantages to students in engaging in user-centred practices, both contributing towards improved design outcomes as well as improved social and emotional skills. It presents a need to further explore user-centred design methodologies in schools, feasibly through the lens of 21st-century skill development.

This study has two purposes: To clarify how industrial design relates to electronics knowledge and to determine whether industrial design education is sufficient for teaching it. As digital product design is frequently focused on the design of virtual interfaces until recently, less attention was paid to the design of physical interactions and electronic interfaces. There is increasing interest in electronics education in industrial design, yet electronics is still a bottleneck for many industrial designers. What electronics knowledge industrial designers should have and whether they know it is debatable. Therefore, the study presents a literature review and thematically analyzed interviews to determine its scope. Then, a survey is planned based on the concepts which interviewees remark on. The survey aims to determine whether senior-grade and fresh-graduate industrial designers use correct reasoning in design cases based on electronics. Findings remark that two-thirds of the participants failed in the critical electronics domains and their reasoning scores are distributed equally depending on whether they took electronics courses. Therefore, it is discussed that there is a need for developing a common understanding of the role of electronics in design education. And it is recommended that the approach may focus more on a hands-on terminology education.

This research aimed to introduce a STEM activity specifically prepared in accordance with the engineering design process and to examine a group of prospective preschool teachers' views about the activity. A total of 16 prospective teachers studying in the final year of a public university in the West Black Sea Region, Turkey, during the fall semester of the 2021/22 academic year were the participants of the study. The STEM activity was based on the problem of making a fish model that can sink, swim and float in water. At the end of the activity, an open-ended activity opinion form was used to gather the prospective teachers' views about the activity. The data were analyzed using the descriptive analysis method by taking into consideration the themes related to STEM, as specified in the theoretical framework. The results of the study show that the prospective teachers took the opportunity to experience how a STEM activity is held, that they found the activity fun and interesting, as well as conducive to learning science concepts and higher-order thinking skills. As for the negative aspects of the activity, the respondents stated that the activity was time-consuming, and that it was difficult to decide on and build the design. We believe that this study will provide theoretical and practical contributions to both researchers and preschool teachers.

In this study, Kernel test equating methods were compared under NEAT and NEC designs. In NEAT design, Kernel post-stratification and chain equating methods taking into account optimal and large bandwidths were compared. In the NEC design, gender and/or computer/tablet use was considered as a covariate, and Kernel test equating methods were performed by using these covariates and considering bandwidths. The study shows that, in the NEAT design, Kernel chain equating methods exhibit higher error than the post-stratification equating methods do since the lowest error in the NEC design was obtained from the Kernel equating method with large bandwidth through the computer/tablet variable. Kernel test equating results based on the NEC design, which considers gender and computer tablet use variables as a covariate separately, showed lower SEE than that of the NEC pattern, which takes these variables together as covariates. In terms of the bandwidth, when all methods are compared within the pattern used (i.e., NEAT and NEC), it has been seen that generally Kernel test equating with large bandwidth results in fewer errors than the Kernel test equating with optimal bandwidth. When the NEAT and NEC designs are compared generally, the NEAT design has a lower SEE than that of the NEC design.

If chosen carefully according to teaching purposes and incorporated into the curriculum, games can enhance teaching and learning. The use of didactic games while teaching maths can support students' motivation and performance during the lesson. Therefore, educational games should be preferred in maths classes as an alternative teaching method. In this study, math teacher candidates' processes of developing educational games were observed, and the aim was to determine their opinions about the process. 52 teacher candidates form the participants of this research, which was conducted as a case study. Teacher candidates were informed about the properties of educational games, and they were asked to develop a mathematical game according to the Game Design Key Model developed by Özkan (2018). The research data was obtained using Game Design Key Model, structured interview forms, and daily plans. The obtained data was analyzed with descriptive and content analysis techniques. The games developed for the study were categorized according to their grade level, design purpose, learning area, game type, the way the game was developed, goal, the obstacle of the game, basic mechanics, feedback, and the number of players. Teacher candidates' views on the process were categorized as factors that make the process difficult and easier, and things that are enjoyed and disliked during the process.

The impact of engineering design-based STEM education on 9th-grade high school students' attitudes toward STEM and their problem-solving skills was examined in this study. The subject of factors affecting the heat conduction rate in solids was taught using STEM education. In an experimental design with one group pre-test and post-test, students completed a STEM attitude scale and problem-solving inventory before and after the treatment. According to the paired samples t-test findings, students' attitudes toward mathematics, engineering, and 21st-century skills increased significantly, whereas their attitudes toward science and problem-solving did not change. The eta-squared effect size suggests a high level of change for other dependent variables but only a moderate change for problem-solving skills. In light of the findings, several recommendations about incorporating engineering design-based STEM education have been suggested.

This study aims to investigate the process of designing infographics through participants' knowledge construction in the assessment and evaluation process of IB Educator Certificate (IBEC) educational technologies education. The study, in which the case study method was used, was conducted with 12 participants who attended the educational technologies and material design course in IBEC education. 7 infographic assignments were given in 14 weeks and 42 hours of online training and analyzed according to the relevant analytical rubric. To measure the development in the training process, pre-test and post-test were measured with the Web 2.0 tools usage competencies scale. At the end of the training, the participants' views on the effect of infographics on their learning processes and its use in education were analyzed by descriptive analysis. Accordingly, it was observed that the participants produced designs with effective content in their infographic assignments during the process. At the end of the training, there was a significant increase in their use of web 2.0 tools, which is the scope of the course, in support of this. According to the participants' views, results such as facilitating learning, permanent learning and having fun while learning were also obtained.

In this study, the aim is to present a STEAM-based music activity for gifted students and to determine the students' awareness of the process at the end of the activity. The study group of the research consists of exceptionally gifted students who applied to STEAM Based Music Activities Workshop in the Halil Inalcik Science and Art Center. Accordingly, we determined the study group of the research as 25 5th grade students studying at Bursa Halil Inalcik Science and Art Centre in the 2023--2024 academic year. At the same time, these students also take information technologies course. We carried out the activity of "I design my instrument with Scratch program and Makey Makey" for a total of 8 hours in 4 weeks, i.e., two hours each week. The activity was prepared in line with the 5E learning model. At the end of the research, we applied the Formative Evaluation Form to the students and obtained data about their awareness of the process. We used the content analysis method to analyze the date. In the research, we determined that the students enjoyed the activity, their interest in music increased, music can be used effectively in different fields, coding studies with music are more fun, and they developed self-confidence by liking their work. In line with the data obtained in the research, the conclusion was that the realisation of music lessons with different fields by using today's technologies has positive effects on students.

This study is important because it deals with 21st century skills and current techniques in the field of educational technology and the studies in this field are limited in the literature. The purpose of this study is to determine the effects of coding, robotics, 3D design and game design education on problem solving and reflective thinking skills of 8/10-year-old students and on problem solving and metacognitive awareness levels of 11/14-year-old students. In this study, a quasi-experimental research model with a single group pre-test / post-test pattern, which is considered one of the quantitative research methods, was used. The research was carried out with a total of 36 participants, 15 in the 8-10 age group and 21 in the 11-14 age group, enrolled in a course organized by a higher education institution. The duration of the training is 8 weeks, 2 hours per week. The data of this study were collected through a questionnaire. The questionnaires used consist of 2 parts: Problem Solving Inventory and Reflective Thinking Skills Scale for Problem Solving for Primary Education Level Children aged 8-10, and Problem Solving Inventory and Metacognitive Awareness Inventory for Children - Form B for 11/14-year-old students. As a result of all these applications, it was observed that there was an increase in students' problem solving and metacognitive awareness skills, but it was not statistically significant. It was observed that there was a statistically significant increase in the reflective thinking skills of 8/10-year-old students.

Teachers have a vital role in students' learning. This role is multifaceted in terms of their design skills and must be unpacked to clearly understand how teachers' daily routines differ with respect to instructional perspectives. This study introduces a comprehensive professional development (PD) program for teachers to build capacity in designing instruction and other design-related skill sets. Employing a person-centered methodology, the study aimed to identify different profiles of teachers in terms of their skills in designing instruction, implementing lessons, updating professional knowledge, digital learning systems, and facilitation/leadership. Through the application of cluster analysis on a cohort of 130 educators, three distinct designer teacher profiles emerged: high-designers (n = 29), mid-designers (n = 64), and low-designers (n = 37). These profiles delineate both shared attributes and discrepancies. In addition, the study delved into the variances within these profiles concerning teachers' grasp of curriculum development and self-reported utilization of innovative pedagogical methods. Means analysis further shows that as the profile gets higher, the curriculum development knowledge and the use of teaching and learning techniques increase. These findings hold significant implications, urging a departure from exclusively emphasizing technical design work when assigning roles to teachers, thereby recognizing the multifaceted dimensions of their contributions. [This article includes an extended summary in Turkish.]

The present study aimed to discuss the development of an educational digital game for Turkish language instruction as a second language to foreign primary school students. First, the correlation between digital games and education was discussed, the learning and motivational theories fundamental to the educational digital games were investigated, the educational digital game design models and educational digital games in second language instruction were addressed. Finally, the development of the educational digital game "Journey to Turkish", which was based on the spiral educational game design model for the instruction of Turkish language to foreign primary school students, was detailed. The "Journey to Turkish" game was developed in four stages: analysis, design, development-implementation and evaluation; the process was based on the constructivist learning theory and social cognitive learning approach, a cognitive learning theory, flow theory, a motivational theory, and ARCS-V model. The game "Journey to Turkish," a three-dimensional, single player, task-based role-playing game was developed on the Unity 3D platform. The game includes seven stages, each part corresponds to the themes in the Turkish A1 language level. In the game, the player visits seven cities, namely Eskisehir, Çanakkale, Nevsehir, Konya, Adiyaman, Izmir and Istanbul, and collects certain cultural items by completing reading and writing tasks.

The design of textbooks used in teaching and learning processes is of great importance to each level of education from pre-primary through to higher education. Textbooks, especially at primary level, include lots of visual images. It is, therefore, of crucial importance to resort to effective and proper ways of using visual design elements in textbooks. This study was to examine Grade Three Primary Mathematics and Turkish Textbooks published by Republic of Türkiye Ministry of National Education Publishing in 2018-2019 Academic Year in Türkiye in terms of visual-text design and typography. The data draws on the evaluation of content design of textbooks respecting typographic style, visual design principles and suitability of visual images. This study, based on qualitative research model, is a multi-case study for which the data were collected through semi-structured interviews. Following the evaluation of the field experts, there was a total of 18 open-ended questions. We recruited eleven field experts to collect qualitative data through semistructured interviews. During the interviews, the participants provided data on typographic style, visual design principles and suitability of visual images. Based on the content analysis results, we found that there are some typographic errors in the content design of textbooks. Further, no original visual images seemed to be included in the textbooks examined. We can conclude that the related textbooks do not comply with the Gestalt Principle of Continuity. Other visual design elements such as the use of visual hierarchy, two-pages spread design, and the emphasis effect and alike are not satisfied since there is no consistency in the drawings of the content design of textbooks. We argue that it is of vital importance to recruit professional textbook designers in the design process of textbooks and to pay more attention to the visual evaluation criteria prepared by the relevant Board of Education.

In this study, a lesson model created and applied by the researcher for the distance teaching of the Art Education Basic Design course, which is one of the practice-based courses among higher education courses, is presented. It is aimed to evaluate the results of this proposed lesson model. The case study design was used in the study, which used the qualitative research method. The study group of the research consists of five experts and 16 students who took the Basic Design I-II courses by the lesson model developed within the scope of distance education in the 2020-2021 academic year. The opinions of five field experts who had previously conducted the Basic Design course were taken regarding the lesson model proposed in the research. In addition, the opinions of students who took the Basic Design course through distance education in the proposed model were taken. According to the findings obtained in the research, it is seen that participation of students in the course was high and there was often competition among students. The fact that the lesson model consists of two parts; the evaluation and the subject of the week, meets the course outcomes and the expectations of the students from the course. In the lesson model, regular follow-up of student works was found useful in terms of monitoring the development of the applied work done by the students and making self- and peer-assessments in the study. On the other hand, there are also negative aspects of the proposed course model such as lack of individual application and course connection problems. The study is important because the student participation in the Basic Design course taught online, the students being active in the lessons and ensuring the course gains provide a positive view towards the distance teaching of an applied course.

The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors' assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

The Science, Technology, Engineering, Arts and Mathematics (STEAM) approach has a variety of benefits for all children as it triggers multiple senses through hands-on activities, experiential learning, exploration opportunities on different scientific topics, and various tools and materials. Five STEAM activities were designed and implemented with fifteen 60-72-month-old children over a five-week period. Each activity required children to make their own designs to create their product, and was prepared to emphasize a particular feature of STEAM education. Instrumental case study was utilized in this study. It was observed that children engage more and spend more time, demand additional materials and use their imagination to design more creative and various products in STEAM activities.

This study presents a rollercoaster activity including virtual reality and following the six-steps engineering design process. In the study, a real-life problem involving a rollercoaster accident was given to 12 pre-service science teachers first. The participants were then asked to imagine, plan, create, and test a rollercoaster without an impulsion or braking system that could prevent this kind of accident. The pre-service teachers worked in groups to design their rollercoaster in three 50-minute sessions. After designing their rollercoasters, the pre-service teachers were shown a rollercoaster video with VR glasses so that they could test their designs by noticing the faulty parts. After they improved their designs, each rollercoaster was evaluated by the researchers using the rubric. The activity is critical in providing pre-service science teachers with an example of integrating the STEM approach into their lessons and incorporating virtual reality in STEM education. The activity also can help students become entrepreneurial thinkers and understand how science is connected to other disciplines such as technology, mathematics, or engineering. The activity can also help students develop 21st-century skills such as collaboration, critical thinking, creativity, problem-solving, and analytical thinking.

The COVID-19 pandemic has caused significant changes in almost every field globally and has also caused significant revisions in the education process of many disciplines, including architecture. The transition of the programs in architecture schools worldwide to distance education in 2020 has created an extraordinary experience of designing lectures for distance education apart from traditional methods. The current study examined the attitudes of students, who are thought to be most affected by this pandemic process, toward distance education in terms of the usefulness of and preference for distance education, the feeling of lack of social presence, and the preference for face-to-face education. This study also sought the factors affecting the success of students in design studios. The opinions of 970 students studying design at 20 universities in Turkey were sought. This mixed method study revealed that, together with the pandemic, distance education closely affected student success, especially in faculties where design courses are given. The attitudes of male students studying architecture are significantly more positive toward distance education compared to those of female students. The results illustrated that students with adequate Internet access also have better views on the usefulness of distance education compared to those with insufficient internet access. As the students' grade level in the faculty of architecture increased, their attitudes toward distance education changed positively. The overall results reveal that traditional education promotes student creativity and design capacity significantly in all departments associated with design and architecture. The findings of the present study underline the need for revisions in educational institutions with design formation, including schools of architecture, in terms of teaching methods for design lectures, thereby increasing and improving the quality of education.

Autistic people need sensory gardens specially designed for them to improve psychologically and physically. It also helps them get able to participate in society. The aim of the present study was to plan the close environment of the Inönü University Foundation Special Education and Rehabilitation Center (IFSER) as a sensory garden for children with autism and develop a design proposal in this direction. The working process consisted of a field survey and analysis, the determination of user requests and needs, together with the development of a sensory garden design proposal. In addition, the plant and structural design features of the study area were evaluated in terms of landscape design, thanks to the interviews with the centre staff. The usability of the outdoor conditions of this centre by children with disabilities was also examined. In addition, to determine the wishes and needs of users with autism, a survey was conducted with the parents of the disabled individuals who came to the centre together with the existing literature research and face-to-face interviews were conducted with the directors and staff in the study area. At the last stage of the study, a Needs Program for the users was also prepared. Finally, these design components and applications of the prepared project were transferred to the plan plane. Consequently, it appears that the Park and Garden Directorates of the relevant municipalities and the Ministry of Environment and Urbanization in Turkey need to consider the sensory aspect while designing disabled gardens, especially for autistic children.

This study aimed to determine preschool teacher candidates' ability to design Science, Technology, Engineering and Mathematics (STEM)-focused activities and their attitudes towards STEM. The research method of the study was determined as a case study. The study was carried out with 35 preschool teacher candidates in the 3rd grade of the Preschool Education program. In the study, it was seen that the preschool teacher candidates had prepared the STEM activities at the end of the 14-week STEM education given to them, and they were able to design a sufficient level of activity. In addition, it is seen that the 14-week training provided has a positive effect on their attitudes towards STEM. However, this period is not sufficient to develop attitudes. Therefore, it can be suggested to examine attitudes towards STEM in longer periods.

Despite the adoption of modern educational approaches such as activity-based, laboratory-based, technology enhanced science education, it is known that in most cases, students have difficulties in achieving desired learning goals such as developing inquiry skills and engineering knowledge. The efforts of science educators to ensure that students reach the desired learning goals have led to the development of new educational approaches. It is then necessary to put the emerging educational approaches into practice, to determine their effects in practice, and to determine the level of achieved learning goals. Therefore, the study intends to examine the effect of Science, Technology, Engineering and Mathematics (STEM) supported science teaching on the perception of inquiry learning skills and engineering knowledge level of 8th graders regarding Basic Machines unit. Quasi experimental research design was adopted. The study was conducted with 8th grade students. The participant students were recruited through easily accessible sampling method. This study was implemented during five weeks. The Inquiry Learning Level Perception Scale (ILSPS) and the Engineering Knowledge Level Scale (EKLS) were data collection tools. The data obtained revealed that STEM supported science teaching was effective on 8th graders inquiry learning skill perception and engineering knowledge levels. It is recommended to carry out comprehensive studies to reveal the effect of STEM-supported science teaching on students' design skills in the 21st century.

This article tried to determine the students' opininons related to the use of Second Life (SL) application in higher education art and design education. In this case study conducted with 17 students selected via typical case sampling, the SL virtual platform was used as a research area. Data collection tools were included document analysis, self-peer-process assessment, focus groups. Research data were analyzed with content analysis. Participants stated that the use of SL application in art and design education provides support for analysis of 3D programs, virtual exhibition opportunities and simple 3D modeling. Internet speed, slowness of computers, technical and build problems were the common difficulties experienced by the participants. Consequently, the participants' application skills, 3D thinking skills, design skills and creativity during the practise of the SL application improved. Despite some technical difficulties in understanding SL, it is thought that SL is a suitable environment for art and design education. Also, due to the Covid-19 pandemic, most of the education activities, are conducted on virtual environments. Therefore, it is thought that SL will contribute to distance education by online learning.

A growing number of studies indicate that self-regulated learning plays a significant role in students' academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students' self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance.

The novelty of this study is in developing a conceptual model for predicting the non-linear relationships between human-computer interaction factors and ease of use and usefulness of collaborative web-based learning or e-learning. Ten models (logarithmic, inverse, quadratic, cubic, compound, power, s-curve, growth, exponential, and logistic) were examined as functions of effects compared to linear relationships to see which was the most appropriate, based on R[superscript 2], adjusted R[superscript 2] and SEE values. To answer the addressed questions, the researcher surveyed 103 students from Kadir Has University about the perceived interface and interactivity of e-learning. The results show that most of the hypotheses formulated for this purpose have been proven. Our analysis shows that cubic models (the relationship between ease of use and usefulness, visual design, course environment, learner-interface interactivity, and course evaluation system and ease of use), quadratic models (the relationship between visual design, and system quality and usefulness, course structure and content, course environment, and system quality and ease of use), logarithmic model (the relationship between course evaluation system and usefulness), and s-curve models (learner-interface interactivity, navigation, and course structure and content and usefulness) performed better in the description for the correlations.

The aim of this action research is to develop the skills of elementary teacher candidates in designing 21st-century learning activities. Action research, one of the qualitative research methods was applied in the study. Some criteria were determined and the applicability of the criteria were tested by the participants. Data were collected from two groups in two different education terms. The criteria sampling method was used for determining participants. The first group has 52, while the second group has 42 elementary education teacher candidates (ETCs). A rubric to design learning activities was created with ETCs in the first term and they applied them as a performance homework. In the second term, ETCs experienced by applying revised rubric to design 21st-century learning activities. They also fulfilled a self-assessment form to tell their experiences. Collected data were analyzed document analysis, descriptive analysis, and content analysis methods. Findings indicated that ETCs have developed professional and personal skills by designing 21st-century learning activities.

The purpose of this research is to examine the effects of engineering design-based activities carried out in the sixth-grade Matter and Heat unit on the problem-solving skills of students, and the changes in the designing skills of students during these activities. This research, conducted by following the one-group pre-test -- post-test quasi-experimental design, was carried out with 23 students enrolled in a public school. Within the scope of the research, activities structured in line with the Matter and Heat unit learning outcomes were carried out for five weeks. The effect of the activities on the problem-solving skills of students was evaluated with the 'problem-solving skills test'. During the activities, 'worksheets' and 'design products' were used to evaluate the designing skills of students. The data obtained from the problem-solving skills test were analyzed using the Wilcoxon signed-rank test. The engineering design process rubric was used to evaluate the changes in students' design skills during the engineering design-based activities. The results showed that there is a statistically significant difference between students' pre-test and post-test scores in the problem-solving skills test. It has been determined that engineering design-based activities carried out within the framework of the real-world problems contribute to the increase of engineering design skills of middle school students.

The aim of design thinking approach is to provide students with skills that they can use in daily life. In this context, it can be said that design thinking is an approach that can be used in the teaching of social studies course, which aims to provide students with knowledge and skills related to daily life. Equipping students with design thinking skills in social studies course is possible if social studies teachers have design thinking skills. This study aimed to investigate social studies teachers' levels of design thinking skills and collect their views on reflecting their design thinking skills on their daily lives. Explanatory sequential design, one of the mixed method research methods, was used in the study. A total of 256 social studies teachers from different regions of Turkey and with different qualifications participated in the study. There are two groups of participants in the study. Maximum variation sampling method was used for collecting quantitative data, and the criterion sampling method was used for collecting qualitative data. The statistical data of the study were collected with the design thinking scale in teaching, and the qualitative data were collected with a semi-structured interview form developed by the researchers. To analyze the data, t-test for independent samples, one-way ANOVA, and descriptive analysis techniques were used. It was concluded that the levels of design thinking skills of social studies teachers were high. On the other hand, it was determined that the design thinking skill levels of social studies teachers did not differ in terms of gender, age, region of employment, work experience, type of institution, and use of technology level. In addition, it was investigated that most social studies teachers reflect the relationship, process, ethics, and individual-oriented skills related to design thinking skills on their daily lives. Various suggestions were made to the researchers, the Ministry of National Education, and the Higher Education Institution based on the findings of the study.

The aim of this study is to examine the relationship between secondary school students' visual creativity in art and their attitudes towards graphic design. The relational research model, one of the quantitative research designs, was used in the study. Two different data collection tools were used to obtain data. In the study, "visual creativity scale in art" and "attitude scale towards graphic design" were used to examine the relationship between the two variables. The study group consists of 248 students studying Visual Arts in the 5th, 6th, 7th and 8th grades. The data obtained in the study are presented in line with the research problem. When the findings were examined, it was seen that secondary school students' visual creativity in art and their attitudes towards graphic design were at a moderate level. While the participants' visual creativity in art and their attitudes towards graphic design did not differ according to gender and school type, significant differences were found according to grade level. On the other hand, it was determined that there was a positive, high-level relationship between the visual creativity of secondary school students in art and their attitudes towards graphic design, and this relationship was at a significant level. In order to determine the predictive level of this relationship, a regression analysis was performed by assigning visual creativity in art as an independent variable and attitudes towards graphic design as the dependent variable. As a result, it was found that the level of visual creativity in art significantly predicted attitudes towards graphic design.

Cartoons are an effective alternative to create a rich learning environment that is visually and audibly equipped for students in an effective science education. It is of upmost significant for science teachers to possess the necessary knowledge, activity experience and equipment in order to carry out a qualified science teaching. Therefore, the pre-service science teachers, who will be trained in the specified direction, should hold a certain level of knowledge, skills and experience in preparing and implementing activities. In this regard, this study aims at revealing the pre-service science teachers' views on the process of designing activities through using cartoons. The study was carried out with 14 fourth grade pre-service science teachers studying at a state university in Turkey. The cartoon that the pre-service teachers were requested to use to design in-class activities during the implementation was determined as "Ege and Gaga" on the "TRT Child" channel. That this cartoon is related to education and science and includes science subjects has been effective in its selection. This study employed a case study design, one of the qualitative research methods, and the data were collected through a semi-structured interview form. Content analysis was used during data analysis. The results suggested that no pre-service teachers had encountered an activity prepared through using cartoons before. The participants also had positive views on the activity design process such as effective, interesting, enjoyable, concretizing knowledge and alternative technique. These activities, which are appropriate for the teaching and traditional classroom environments, are expected to enable students to access knowledge more easily with pleasure, and thus contributing to learning.

This study examines the perspective of a mathematics teacher educator (MTE) regarding the design and structuring of mathematics teaching method course in the elementary teaching education program. The research was designed as a single case study. The case was a teacher educator who has been delivering mathematics methods course for elementary teacher candidates for 10 years. The data were collected through an in-depth interview on items placed in a questionnaire. The thematic analysis method was used for data analysis. The focus of our analysis is on MTE's perspective as a course designer and practitioner for the mathematics teaching method course. Our findings show that this course has a nature in design and structuring and that the teacher trainer builds on these four arguments, namely value judgments, resources, big ideas, and professed practices while supporting the mathematics teaching development of prospective elementary teachers. Based on the findings, we discuss the interactions among these four arguments. In addition, it is examined whether there is a perspective in the design and structuring of the mathematics teaching course among teacher educators who deliver this course.

Engineering has been considered as a useful context for successful implementation of STEM education. However, teachers have limited opportunities to develop a sound understanding about engineers and engineering, which is necessary for developing students' engineering practices and design skills. In this case study, the main purpose wasto examine 18 preservice science teachers' initial and final views about engineers and engineering in an undergraduate engineering-focused STEM course. Before and after an eight-week implementation including three engineering design activities, data were collected by the adapted version of Views on the Nature of Engineering Questionnaire and reflection papers. Findings revealed four categories: (1) views about engineers and engineering, (2) views about engineering design process, (3) views about the factors that affect engineering, and (4) views about science versus engineering. Based on the codes a scoring rubric was developed to categorize PSTs' views as uninformed, partially informed, and informed. Results showed that PSTs' views become more informed in each category. However, their views were still found as partially informed in some of the categories which shows the need for more emphasis on future research. The changes in their views were discussed with possible reasons and recommendations were provided for further studies.

In this study, a STEM activity was designed in which 9th-grade students can complete the task of making incubators by overcoming the difficulties they face in the engineering design process. This activity has been handled in the context of energy conversion and prepared based on the engineering design process consisting of 9 stages. The activity was applied to 34 (19 females and 15 males) 9th-grade students studying at a public school in the Eastern Black Sea Region in Turkey in the fall semester of the 2019-2020 academic year. This application took 7 lesson hours (7x40 minutes) in total. At each stage of the engineering design process, students worked like an engineer and scientists by collaboratively conducting scientific research and inquiry. Throughout the process, students were confronted with several difficulties, given the time and opportunity to help them develop STEM literacy. More importantly, the students had the opportunity to experience a STEM activity by putting the steps of the engineering design process into practice.

The aim of this study is to determine the level of compliance of the educational digital game designs developed by the form teachers for teaching mathematics with the determined criteria and to analyze the opinions of the classroom teachers on the educational digital game design process. Case study, one of the qualitative research designs, was used in the research. The study group of the research consists of 19 classroom teachers who work in public schools and are selected by the easily accessible sampling method. During the research, in the first stage, form teachers were trained for 3 weeks through remote education on the development of educational digital games using the Scratch program, and in the second stage, the teachers were given 3 weeks to develop the games. In this second stage, online meetings were held with the working group every week, information was obtained about the development stages of their games and guidance was provided. In the study, the "Educational Digital Game Evaluation Rubric" was used to evaluate the educational digital games developed by the form teachers, and the "Semi-Structured Interview Form" was used to determine the teachers' views on the process. As a result of the research, it was concluded that the level of compliance of the educational digital game designs of the form teachers with all the determined criteria was slightly above the medium level in general, and that they got the highest score from coding/software in terms of compliance with the criteria, and the lowest score from the audio design criteria. In addition, form teachers stated that the educational digital game design process is beneficial for teachers, students and mathematics teaching in general; develop skills such as creativity, problem solving, critical thinking and information and familiarity with communication technologies; they expressed that mathematics teaching contributed positively to their professional competence.

This study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study. The study first conducted a needs analysis, that revealed that the instructors were not accustomed to student-centered instructional methods, and they maintained direct instruction in their online courses. Moreover, the instructors' technology integration understanding was inadequate, and they were generally concerned about the students' low participation in online classes. Considering these findings, the professional development program was designed for the instructors who first joined a one-week design-based learning training and then attended mentorship for two weeks. The findings indicated that this approach was effective for the instructors' professional development. The implications of this approach and suggestions for professional development programs were discussed based on the findings.