Influence of a design-based approach in integrated STEM lessons combining biology and engineering on the intrinsic motivation of secondary school pupils

Promoting STEM education is considered essential for a developed society and is the basis for attracting the STEM-competent workforce of tomorrow. An essential requirement of modern STEM education is to address the genders equally, which is only true to a limited extent, at least regarding the motivation and interests of girls compared to boys. Counteracting this gender gap, two problem- and design-based learning arrangements have been developed (building a feeding machine or a keep-cold box) in which prototypes are designed based on a biological context. Designing as a technical/engineering process serves as a way to implement solutions. The pupils (age: 10–14) are confronted with a problem that can be solved by developing a product. Two studies were conducted investigating the impact of this approach on pupils’ intrinsic motivation. The results indicate that design-based approaches have a motivational effect. Group comparisons show no significant differences between genders or across grade levels. Study 2 also reveals that pupils are significantly more motivated in design-based lessons than in standard Science lessons. Girls show higher effect sizes in terms of motivation gains than boys. We conclude that a design approach can be a way to enhance motivation in STEM lessons, particularly benefitting girls.