Abstract:

The purpose of this study is to examine the effect of design-based science education practices on the 7th Grade students' academic achievement in Force and Motion unit. Research was conducted in a 7th grade class with 30 students during the academic year of 2013-2014. The seven-week application phase took place during the 7th grade Force and Motion unit and conducted in a three-design based science education module. Mixed methods were used as a research design, a special type of embedded design, a one-phase experimental embedded pattern design was applied. In accordance with mixed methods research design, both quantitative and qualitative data were collected. Findings from quantitative and qualitative analysis indicated that design-based science education contributed the academic achievement in Force and Motion unit

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