Effect of Problem-Based Technological Project Design on Pre-Service Science Teachers’ Engineering Skills

Today, teacher education programs are required to provide experiences that enhance both the cognitive processes and practical skills of pre-service science teachers. In this regard, engineering design skills and the problem-based learning approach emerge as fundamental elements that enhance the quality of science education. Engineering design skills enable candidates to systematically carry out the processes of defining a problem, generating solution ideas, designing prototypes, implementing, and evaluating. Problem-based learning, on the other hand, offers a constructivist approach that allows students to access, analyze, and produce solutions to knowledge through real-life problems. Based on this conceptual framework, the present study investigated the effect of problem-based technological project design practices on the engineering design skills of pre-service science teachers. The research was designed within a simple experimental model with a single-group pre-test-post-test design, one of the quantitative research approaches. The study was conducted with 37 third-year pre-service science teachers enrolled in a science education program at a state university during the 2022–2023 academic year. During the implementation process, pre-service science teachers were asked to design an original technology-based project to solve a real-life scientific problem. Throughout this process, they worked collaboratively in groups, conducted research, developed alternative solutions, and created prototypes. The engineering design skills of the pre-service teachers were measured using the “Engineering Design Skills Scale.” The findings revealed that problem-based technological project design practices led to a significant improvement in the participants’ engineering design skills. Accordingly, it is recommended that greater emphasis be placed on problem-based technological project design practices aimed at improving collaborative skills in teacher education programs. Since this approach has been found to holistically enhance pre-service science teachers’ engineering design and teamwork skills, it is suggested that it be incorporated as a fundamental component of teacher education