Akademik Veri Yönetim Sistemi
MIER-JOURNAL OF EDUCATIONAL STUDIES TRENDS AND PRACTICES, cilt.16, sa.1, ss.290-318, 2026 (ESCI)
This study explores pre-service primary school teachers' perceptions of design-oriented thinking (DOT) within a constructivist learning framework in the Turkish educational context. A mixed-methods approach was used, involving the Design-Oriented Thinking Scale (DOTS), the Word Association Test (WAT), and semi-structured interviews. Twenty-five pre-service teachers voluntarily took part in a one-week intensive DOT intervention. The study employed a descriptive survey model with a pre-test/post-test design, and it is acknowledged that the lack of a control group is a limitation. Results show a statistically significant increase in participants' perceived DOT levels after the intervention. This improvement is viewed as perception-based rather than causal, given the exploratory nature of the study and the absence of achievement measures. Findings suggest that including DOT in teacher education could enhance perceived scientific inquiry and creative problem-solving skills in the short term. Additionally, WAT associations and interview reflections indicate that DOT is seen to promote interdisciplinary thinking in mathematics education, aligning with Turkey's 2023 Education Vision. Despite limitations related to sample size and design, the study highlights the exploratory value of incorporating DOT into teacher education programmes at a national level.