Abstract
This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable decrease in motivation and interest during the school years. In a quasi-experimental design with 413 students (M = 12.53, SD = 0.818), we compare a design-based STEM learning program with two alternative teaching approaches (model building and reconstruction). A comparison of the intervention groups (ANOVA) reveals that the Design group shows significantly higher motivation than the alternatives. A multiple linear regression shows that the motivational starting position (=motivation in standard science/biology lessons), cognitive abilities, and participation in the design approach are significant predictors of intrinsic motivation. The results suggest that design-based, cross-domain learning arrangements can be an effective component of motivation-enhancing STEM instruction.
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