International Journal of Contemporary Approaches in Education
Abbreviation: IJCAE | ISSN (Online): 2979-9872 | DOI: 10.29329/ijcae

Research article    |    Open Access
International Journal of Contemporary Approaches in Education 2025, Vol. 4(1) 46-62

An Investigation of the Impact of Science Lessons Based on UbD Practices on Middle School Students' Achievement and 21st Century Skills

Yasemin Çim, Sertel Altun

pp. 46 - 62   |  DOI: https://doi.org/10.29329/ijcae.2025.1312.3

Publish Date: June 24, 2025  |   Single/Total View: 148/93   |   Single/Total Download: 173/111

PDF Download

Abstract

The aim of this study is to examine the impact of implementing the “Human and Environment” unit in the 5th-grade Science curriculum revised in 2018 according to the Understanding by Design (UbD) approach on students’ academic achievement and 21st-century skill levels. A needs analysis was first conducted at a public middle school in Istanbul, Türkiye. Based on the findings of this analysis, a 20-hour UbD-based instructional plan was developed and implemented with the experimental group. The study was limited to the “Human and Environment” unit of the 5th-grade Science course during the second semester of the 2023–2024 academic year, and UbD practices were applied only within this unit. The duration of the research was five weeks, corresponding to the instructional period of the selected unit. The teaching process was implemented as planned throughout the experimental phase. A quantitative research method was adopted, utilizing a pretest–posttest control group experimental design. Achievement and skills tests were administered to both the experimental and control groups before and after the intervention. A total of 58 students participated in the study, with 29 students in each group. The quantitative data obtained were analyzed using dependent and independent samples t-tests, based on the assumption of normal distribution. The results revealed statistically significant differences in favor of the experimental group between pretest and posttest scores, as well as between the posttest scores of the experimental and control groups. These findings demonstrate that the UbD approach is effective in enhancing students’ academic achievement and skill levels.

Keywords: Achievement, Instructional Design, Understanding by Design (UbD)

How to Cite this Article?

APA 7th edition
Cim, Y., & Altun, S. (2025). An Investigation of the Impact of Science Lessons Based on UbD Practices on Middle School Students' Achievement and 21st Century Skills. International Journal of Contemporary Approaches in Education, 4(1), 46-62. https://doi.org/10.29329/ijcae.2025.1312.3

Harvard
Cim, Y. and Altun, S. (2025). An Investigation of the Impact of Science Lessons Based on UbD Practices on Middle School Students' Achievement and 21st Century Skills. International Journal of Contemporary Approaches in Education, 4(1), pp. 46-62.

Chicago 16th edition
Cim, Yasemin and Sertel Altun (2025). "An Investigation of the Impact of Science Lessons Based on UbD Practices on Middle School Students' Achievement and 21st Century Skills". International Journal of Contemporary Approaches in Education 4 (1):46-62. https://doi.org/10.29329/ijcae.2025.1312.3
References
  1. Akbaş, O., & Duman, S. /2018). Backward Design and the Focus on Big Ideas in Curriculum within the Context of Understanding by Design (UbD), VI. Internetıonal Multidisciplinary Congress of Eurasia, 139-142. [Google Scholar]
  2. Altun, S., & Yücel Toy, B. (2021). Designer teachers designing (3rd ed.). Pegem Academy. [Google Scholar]
  3. Altun, T., & Yurtseven, N. (2021). Examining the effects of UbD-based instruction on student understanding and participation. Journal of Educational Theory and Practice, 17(2), 123–137. [Google Scholar]
  4. Ayyıldız, N. (2023). Reducing misconceptions in science education through UbD-based teaching. Turkish Journal of Science Education, 20(1), 45–61. [Google Scholar]
  5. Büyüköztürk, Ş. (2011). Handbook of data analysis for social sciences (28th ed.). Pegem Academy. [Google Scholar]
  6. Çinkaya, Y. K. (2022). Combining UbD and flipped classroom: Impacts on science achievement and retention. Journal of Curriculum Research, 5(3), 89–105. [Google Scholar]
  7. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12. https://doi.org/10.3102/0013189X023007005 [Google Scholar] [Crossref] 
  8. Erdağı, T. (2024). The impact of UbD model on sustainability awareness and cooperative learning in social studies. Social Education Review, 29(1), 14–29. [Google Scholar]
  9. Gürbüz, Ö. (2022). The role of UbD in enhancing 21st-century skills in science education. Middle School Pedagogy Journal, 8(1), 97–112. [Google Scholar]
  10. Kalemkuş, F. (2023). Examining digital competencies through UbD in middle school science. Journal of Science and Technology Education, 14(2), 133–149. [Google Scholar]
  11. Kalemkuş, F., & Bulut Özek, A. (2022). Development and validation of the Comprehensive 21st Century Skills Scale. Turkish Educational Measurement and Evaluation Journal, 13(4), 215–233. [Google Scholar]
  12. McTighe, J., & Wiggins, G. (1999). Understanding by design. Alexandria, VA: ASCD. [Google Scholar]
  13. Mete, G., (2021). Development of a 21st-Century Skills Scale for Middle School Students: A Study on Validity and Reliability. The Journal of Social Sciences, 8(51), 196-208 [Google Scholar]
  14. Ministry of National Education [MoNE]. (2018). Science curriculum for primary education (Grades 3–8). Republic of Türkiye Ministry of National Education, Board of Education and Discipline. [Google Scholar]
  15. Ministry of National Education [MoNE]. (2023). National monitoring report on educational indicators. Retrieved from https://milli-egitim.gov.tr [Google Scholar]
  16. Ministry of National Education [MoNE]. (2024). PISA and TIMSS 2022–2023 reports. Retrieved from https://milli-egitim.gov.tr [Google Scholar]
  17. Ministry of National Education [MoNE].. (2018). Core skills and competencies. https://mufredat.meb.gov.tr/Veliler.aspx [Google Scholar]
  18. Ministry of National Education[MoNE]. (2023) . Research report on 21st-century skills and values. Board of Education and Discipline. https://ttkb.meb.gov.tr/www/baskanligimizca-21-yuzyil-becerileri-ve-degerlere-yonelik-arastirma-raporu-yayimlandi/icerik/509 [Google Scholar]
  19. Ministry of National Education[MoNE].. (2024). 2022 PISA Turkey report. https://pisa.meb.gov.tr/meb_iys_dosyalar/2024_03/21120745_26152640_pisa2022_rapor.pdf [Google Scholar]
  20. Ministry of National Education[MoNE].. (2024). TIMSS 2023 Turkey report. https://odsgm.meb.gov.tr/meb_iys_dosyalar/2024_12/23102111_timss2023rapor2012kapakli.pdf [Google Scholar]
  21. Özdemir, E., & Yurtseven, N. (2021). The effect of UbD-based differentiated science teaching on students’ motivation, scientific process skills, and academic achievement. Journal of National Education Academy, 7(1), 1–16. [Google Scholar]
  22. Partnership for 21st Century Learning. (2019). Framework for 21st century learning definitions. http://www.battelleforkids.org/networks/p21/frameworks-resources [Google Scholar]
  23. Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13. https://doi.org/10.1177/003172171209400203 [Google Scholar] [Crossref] 
  24. [Google Scholar]
  25. Tanrıöver, S. (2022). Effects of STEM-based UbD instruction on problem-solving and metacognitive skills. Journal of Educational Innovations, 16(4), 55–74. [Google Scholar]
  26. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson. [Google Scholar]
  27. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass. [Google Scholar]
  28. Uçar, D. (2024). Analyzing teacher awareness in UbD-integrated sustainability education. International Review of Educational Research, 19(2), 42–58. [Google Scholar]
  29. Uyguç, H. O. (2022). The effect of UbD-based curriculum on students’ conceptual understanding in science. Educational Models and Practices Journal, 11(1), 101–120. [Google Scholar]
  30. Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: ASCD. [Google Scholar]
  31. Yurtseven, N., & Altun, T. (2017). Effects of UbD-based design on EFL learners’ speaking skills. Language and Instruction Studies, 4(2), 33–47. [Google Scholar]
  32. Yurtseven, N., & Doğan, S. (2018). UbD applications in early childhood: Language development and planning competencies. Early Years Journal of Educational Research, 7(3), 55–72. [Google Scholar]
  33. Yıldız, B. (2021). Examining collaborative and creative learning gains through UbD model in middle school science. Pedagogical Studies, 12(1), 68–85. [Google Scholar]
Meta
Vol. 4 (1)
Download
Metric
History
Related

Volume 4 Issue 1

June 2025

All Manuscript
Copyright © 2026 International Journal of Contemporary Approaches in Education.
Pen Academic Publishing® [A partner journal of Pen Academic]
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.