Developing student research practice through the integration of Design Thinking into Inquiry-Based Learning in STEM projects in secondary schools: A mixed-methods study

Abstract

Participation in STEM projects is an important component of secondary education; however, students often encounter difficulties in identifying meaningful research problems and developing coherent project procedures. This study implemented a Design Thinking–Inquiry-Based Learning (DT–IBL) approach integrating human-centered and iterative design processes within an inquiry framework for secondary STEM projects. A mixed-methods design combining cohort comparison and pre–post analysis examined differences between students taught through traditional Inquiry-Based Learning (IBL) and DT–IBL, as well as students’ perceptions and Levels of Use (LoU) of DT–IBL. Quantitative findings showed significant differences favoring the DT–IBL cohort in methodological design (p = 0.035), overall planning quality (p = 0.003), implementation quality (p = 0.026), and discussion of findings (p = 0.014). Qualitative evidence indicated that students engaged in human-centered and iterative processes, using user insights and feedback to refine problem definition, methodology, and project outcomes. Iterative cycles of ideation, prototyping, and testing contributed to more coherent, feasible, and contextually relevant solutions. Students also reported high levels of use of DT–IBL. Overall, the findings suggest that integrating Design Thinking within Inquiry-Based Learning supports students’ STEM research practices by strengthening human-centered problem framing, methodological coherence, and iterative engagement.