From: Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking
Experimental group (N = 15)
Control group (N = 13)
Could define
Could not define
Pretest
2 (13.3%)
13 (86.7%)
4 (30.8%)
9 (69.2%)
Posttest
8 (53.3%)
7 (46.7%)
5 (38.5%)
8 (61.5%)