دور نموذج تدريسي للفيزياء قائم على التصميم الهندسي الموجَّه بالجدل في تعزيز الفعالية الذاتية للتصميم الهندسي لدى طالبات المرحلة الثانوية

Mashaeil Abdallah  Aldosari; Fahad Suliman  Alshaya

doi:10.35516/edu.v50i4.4206

Authors

Mashaeil Abdallah Aldosari Ph.D. Department Candidate, Curriculum and Instruction, College of Education, King Saud University https://orcid.org/0009-0008-0712-9110
Fahad Suliman Alshaya Department Curriculum and Instruction, College of Education, King Saud University https://orcid.org/0009-0004-2626-1767

DOI:

https://doi.org/10.35516/edu.v50i4.4206

Keywords:

Argument-driven engineering design, self-efficacy, STEM

Abstract

Objectives: The study aims to reveal the role of a proposed model for teaching physics based on argument-driven engineering design in enhancing the self-efficacy of engineering design among secondary school female students.

Methods: To achieve the objectives of the study, the parallel design convergent approach was adopted. Quantitative data was collected using a pre-experimental design (One-group pretest-posttest design), consisting of (35) 12^th-grade female students. Qualitative data was collected by using a case study applied to (9) students from the same group to explore their perceptions of the model's role in enhancing their effectiveness.

Results: The results showed the effect of the model in enhancing self-efficacy of engineering design in all its concepts with a statistically significant degree, as the mean scores for self-concepts (confidence – motivation – the expectation of success) increased, and the concept of (anxiety) decreased. In addition, the qualitative results showed a clear effect of the teaching model in enhancing students' self-efficacy in engineering design among female students.

Conclusions: The proposed teaching model provided female students with varied learning opportunities based on the argument-driven engineering design, which gave them experience in engineering practices that helped them know how engineers think to solve problems, boosted their confidence in their self-efficacy, and raised their motivation and expectation of success, and on the other hand, it reduced their level of anxiety in design practices.

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