Engineering design-based STEM learning for gifted elementary students: Effects on STEM attitudes, career interests, and design thinking
International Journal of Technology and Design Education, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10798-026-10112-8
- Dergi Adı: International Journal of Technology and Design Education
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Compendex, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Engineering Source (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Anahtar Kelimeler: Engineering design-based learning, STEM education, Gifted students, Engineering perceptions, STEM career interest
- Boğaziçi Üniversitesi Adresli: Evet
Özet
Engineering design–based learning has received increasing attention in STEM education as a pedagogical approach that connects disciplinary knowledge with authentic problem solving and iterative design processes. The present study investigated how participation in engineering design–based STEM activities influenced gifted elementary students’ attitudes toward STEM learning, interest in STEM-related careers, perceptions of engineering, conceptual associations related to STEM and design-based thinking, and learning experiences. An embedded mixed-methods design was employed, in which quantitative data were complemented by qualitative evidence to provide a comprehensive understanding of students’ experiences. Participants were 24 gifted third- and fourth-grade students enrolled in a Science and Art Center in Turkiye. Quantitative data were collected using the STEM Attitude Scale for Elementary Students and the STEM Career Interest Survey, administered as pretests and posttests. Qualitative data were obtained through the Draw an Engineer Test, a Word Association Test, semi-structured interviews, and the researcher's observation notes. Quantitative findings indicated significant improvements in students’ attitudes toward STEM learning and their interest in STEM-related careers. Qualitative findings revealed changes in students’ perceptions of engineering, shifting from predominantly construction-oriented representations to more diverse, technology-rich conceptions. In addition, students demonstrated more diversified conceptual associations related to STEM and design-based thinking and increasingly linked these concepts with authentic experiences encountered during the intervention. Interview and observation data highlighted the importance of engagement, creativity, collaboration, and ownership of learning in students’ experiences. Overall, the findings suggest that engineering design–based STEM environments may provide meaningful learning experiences that support gifted students’ engagement with STEM and the development of their interests and aspirations.