Abstract:

The aim of the study is to investigate the effect of design-based science education on the technology perceptions and academic achievements of secondary school 7th grade students. There were 47 students in the study group, 24 in the experimental group and 23 in the control group. Embedded experimental mixed method was used in the research. In the quantitative dimension of the method, quasi-experimental design was used, and in the qualitative dimension, case study was used. As a data collection tool, academic achievement test for quantitative data and technology perception inventory for qualitative data were used. As a result of the study, an increase was observed in the academic achievement of the experimental and control group students. However, it was concluded that the academic achievement of the experimental group students was higher than that of the control group students. According to the technology perception inventory post-test, it was determined that the experimental group students included more dimensions of the nature of technology in their definition of technology, they did not see technology as just a product, they could look at the concept of technology from a wider perspective than before the application. After the application, students realized that technology is a creative process, that it is both influenced by people and people affect technology, the history of technology and its role in society. This situation enabled the students to develop their skills such as design and model making in technology-related activities.

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