Abstract

Conceptual Blending Theory (CBT), developed by Fauconnier and Turner (2002), provides a cognitive framework for understanding how individuals integrate knowledge from diverse domains to generate innovative solutions. This study applies CBT to analyze differences in conceptual integration levels among high school students enrolled in the International Baccalaureate (IB) curriculum and those following the national curriculum in Turkey. The research employs a scenario-based methodology, assessing students' interdisciplinary problem-solving skills in real-world STEM contexts. In addition, with this study the number of STEM disciplines that students draw upon when solving case-based problems will be analyzed. Findings contribute to discussions on curriculum design and interdisciplinary STEM education.

STEM education plays a crucial role in preparing students for complex global challenges by fostering interdisciplinary competencies (National Research Council, 2014). While many countries, including the UK, Finland, and Belgium, have integrated STEM education policies (Banks & Barlex, 2020; Nadelson & Seifert, 2017), variations in curriculum structure significantly impact students' ability to connect knowledge across disciplines. This study examines the role of CBT in understanding these differences by comparing students from the IB and national curricula in Turkey.

Theoretical Framework: Conceptual Blending Theory in STEM Education
CBT explains how individuals integrate information from multiple conceptual spaces to generate novel ideas (Fauconnier & Turner, 2008). It describes cognitive processes such as cross-space mapping, selective projection, and emergent structure, which are essential for interdisciplinary learning (Turner, 2014). In STEM education, these mechanisms facilitate:

• Interdisciplinary problem-solving by blending concepts from physics, mathematics, and engineering (Kaufman & Baer, 2012).
• Creativity and innovation in tackling complex, real-world challenges (Mumford et al., 2012).
• Critical thinking and adaptability in globalized, technology-driven economies (Sawyer, 2014).

CBT aligns with educational theories emphasizing active knowledge construction, such as Vygotsky’s sociocultural learning theory, which highlights the role of interaction in cognitive development (Vygotsky, 1978). Moreover, it complements cognitive load theory by demonstrating how conceptual integration reduces cognitive overload and enhances schema formation (Sweller, 2011). Thus, CBT provides a robust framework for examining how different curricula support interdisciplinary competencies.

This study employs a causal-comparative research design to investigate differences in conceptual integration levels and the diversity of STEM disciplines utilized by high school students following the International Baccalaureate (IB) curriculum and the national curriculum in Turkey. 200 students, equally divided between the two curricular groups, were selected through stratified random sampling to ensure representation across 11th and 12th grades. To evaluate students’ integration levels, scenario-based tasks were developed involving real-world challenges. These scenarios included topics such as vehicle skidding on icy roads, flood management, earthquake resilience, and structural stability. Each task was designed to encourage students to apply knowledge from multiple STEM disciplines while addressing authentic problems. Open-ended questions within these scenarios allowed for an assessment of how students integrate disciplinary knowledge into cohesive solutions. Student responses will be evaluated using rubrics planned to be developed based on Conceptual Blending Theory (CBT). This theoretical framework, developed by Fauconnier and Turner (2002), explains how individuals synthesize information from diverse mental spaces to create new, emergent ideas, making it a suitable lens for assessing interdisciplinary problem-solving. The rubrics are expected to assess: Identification of Input Spaces: Students’ ability to identify and utilize STEM domains relevant to the scenario. Explicitness of the Generic Space: The extent to which students articulate overarching principles connecting the STEM disciplines. Blended Space: The integration of concepts from multiple disciplines into innovative, cohesive solutions. Emergent Structure: The ability to develop novel insights or systemic solutions that extend beyond the given inputs. These rubrics will be reviewed by STEM education and cognitive science experts to ensure alignment with CBT principles and the study's objectives. Pilot testing will be conducted with a small group of students to refine the rubric criteria and ensure its clarity and effectiveness, as recommended by Moskal and Leydens (2000). Data analysis will include independent samples t-tests to compare conceptual integration levels between IB and national curriculum students. Descriptive statistics will measure the diversity of STEM disciplines applied, while chi-square tests will evaluate differences in the frequency of discipline usage. Additionally, correlation analyses will explore the relationship between conceptual integration levels and the number of disciplines applied in problem-solving. Reliability will be ensured through inter-rater consistency in scoring student responses, calculated using Cohen’s kappa to measure agreement among multiple evaluators (Jonsson & Svingby, 2007). Ethical considerations, including informed consent, voluntary participation, and the confidentiality of student data, will be rigorously upheld throughout the study.

This study sheds light on the role of curriculum design in shaping students’ conceptual integration levels. By comparing students educated under the International Baccalaureate (IB) curriculum with those following the national curriculum, it delves into the cognitive processes involved in interdisciplinary problem-solving and conceptual integration. Grounded in the framework of Conceptual Blending Theory (CBT), this research not only evaluates how students connect ideas across disciplines but also examines the diversity of STEM knowledge they apply in scenario-based tasks. Hypothesis suggest that the IB curriculum, with its emphasis on inquiry-based and interdisciplinary learning, equips students to engage in deeper levels of conceptual integration. In contrast, students in the national curriculum may approach problems more narrowly, often limiting their responses to isolated disciplines. This raises important questions about how traditional curricula can be enhanced to promote holistic thinking and interdisciplinary connections, which are critical for addressing the complexities of today’s global challenges. The planned development of rubrics aligned with CBT offers a promising pathway to measure and understand the nuances of how students integrate knowledge from diverse STEM domains. By assessing elements such as the identification of relevant input spaces, the clarity of overarching principles, and the ability to create novel, blended solutions, this study provides a more human-centered perspective on STEM education. It moves beyond numbers to explore the creativity, critical thinking, and adaptability required in modern scientific and technological contexts. Looking forward, this research has the potential to highlight the importance of scenario-based, interdisciplinary approaches in preparing students to tackle real-world problems. Moreover, it underscores the need for curriculum designers and educators to rethink traditional pedagogical strategies, fostering environments where students can not only learn disciplinary content but also synthesize it into meaningful, practical applications.

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