Design and Design Thinking in STEM Education

Li, Yeping; Schoenfeld, Alan H.; diSessa, Andrea A.; Graesser, Arthur C.; Benson, Lisa; English, Lyn D.; Duschl, Richard A.

doi:10.1007/s41979-019-00020-z

Cited by 168 publications

(116 citation statements)

References 53 publications

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“…Therefore, its connections to engineering and technology could be much stronger. However, the deep-rooted conception of mathematics as products has traditionally discouraged students and teachers from considering and valuing design and design thinking (Li et al 2019b). Conceiving mathematics as making sense should help promote conceptual changes in mathematical practice to value idea generation and design activity.…”

Section: Connecting Changes In Mathematics and Stem Educationmentioning

confidence: 99%

“…Such features could be adapted for mathematics education, especially integrated STEM education, in concert with design and design thinking. In addition to a few examples discussed above about making sense in mathematics, there is a growing body of publications developed by and for mathematics teachers with specific examples of investigations, design projects, and instructional activities associated with STEM (Li et al 2019b).…”

Section: Connecting Changes In Mathematics and Stem Educationmentioning

confidence: 99%

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Problematizing teaching and learning mathematics as “given” in STEM education

Li¹,

Schoenfeld²

2019

IJ STEM Ed

Self Cite

187

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Mathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as "given" or "fixed" for students' expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

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Section: Connecting Changes In Mathematics and Stem Educationmentioning

confidence: 99%

Section: Connecting Changes In Mathematics and Stem Educationmentioning

confidence: 99%

Problematizing teaching and learning mathematics as “given” in STEM education

Li¹,

Schoenfeld²

2019

IJ STEM Ed

Self Cite

187

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“…Borrow et al [10] cited an example of “encouraging community engagement in integrated STEM to support traditional K‐12 classroom instruction.” The definition of “authentic science” is introduced as a description of activity in which participants approach the problem, study information, use technology, utilize mathematics, analyze evidence, draw conclusions, clarify issues and methods for future use, communicate results, and record results for use by others [10]. At the same time, some authors (see, e.g., Li et al [38]) emphasized the importance of looking at design and design thinking in a broad sense without restricting design to professional fields such as architecture and engineering, as well as extending design thinking to other STEM subjects such as mathematics and science. The project‐based approach to learning and its application in mathematics teaching are mentioned as an example.…”

Section: Introductionmentioning

confidence: 99%

Integrated activities in STEM environment: Methodology and implementation practice

Juškevičienė

Dagienė

Dolgopolovas

2020

Comp Applic In Engineering

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Introduction Science, Technology, Engineering, and Mathematics (STEM) and STEAM (with A for Arts) have evolved to symbolize the renewal of science education. STEAM education offers a number of benefits, such as improved problem analysis and solving skills, as well as the development of creative abilities. Many researchers reiterate the importance of STEAM‐related activities and programs, especially the integration of maker education. Despite much interest in STEAM, it is often challenging for many educators to incorporate integrated activities into their teaching practice. This paper deals with the value of STEAM integration in a methodological sense, with a focus on the maker's laboratory and physical computing, as well as the application of design thinking and computational thinking approaches. Motivation and Objectives The goal of this study is to develop a comprehensive conceptual framework for integrated STEM curricula focusing on the following research questions: (a) how to improve daily activities of STEM education by combining the activities of different laboratories and using a design thinking approach? and (b) how to combine FabLab activities and physical computing related to teaching different aspects of computational thinking in the context of STEM? Research Methodology and Methods As a research methodology, we implement a mixed methods strategy to combine theoretical study and empirical research based on a synthesized literature survey and the process of iterative model development based on an observational case study. We conduct a detailed case study of two applications of integrated activities based on FabLab and physical computing integration, and illustrate how design thinking can guide teachers to open up for interdisciplinary, creative, and project‐based opportunities. Results and Findings The paper provides a conceptual framework for STEM integration activities and step‐by‐step guidelines on how design thinking methods could could interact in practice. The implications of the results may be useful for educators seeking recommendations for the integration process, which enable educators to design hands‐on activities and incorporate integrated aspect of students' STEAM learning into teaching practice. In conclusions, the authors suggest that as interdisciplinary crossroads, design thinking provides a natural bridge between subjects, and fits especially to integrate activities of the maker's labs and physical computing, focusing on the integration of computational thinking and computational making approaches within STEM education environment. The absence of a statistical evaluation, which is positioned as a further research step, may be mentioned as a limitation of the study.

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“…These insights give us valuable information regarding design thinking suppressing the boundaries and limitations set by various designing disciplines (Razzouk & Shute, 2012). Li et al (2019) explained that design thinking is the effective way to develop thinking models and prototypes in educational activities which will contribute to prepare students for modern challenges and problems (Li et al, 2019).…”

Section: Design Thinking Modelsmentioning

confidence: 99%

“…STEM education has been widely advocated to prepare students for technological challenges and to cope with rapid technological advancements in almost every field of life. The aim is to train students for the future challenges through induction of new skill sets through STEM education (Li et al, 2019;MacIsaac, 2019). Basic school level education is an important milestone for children which are open to numerous ideas with huge potential.…”

Section: Introductionmentioning

confidence: 99%

Design Thinking in STEM Education: A Review

Alashwal¹

2020

IRHE

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Design thinking plays an important role in grooming creative and innovative ideas. Design and design thinking are attributed as vital traits in STEM education. Design ability is important in shaping students’ mindsets for future challenges and advancements in technology. STEM education will strengthen learning and will help to foster creativity, critical thinking, design thinking ability, problem solving and innovative skills. In this research, we try to focus on different factors and theories regarding design thinking and role of STEM education in inducing design thinking and innovative ideas. Design is not confined to just few academic and professional subjects. Design thinking ability helps in about each and every discipline of life. In this review, different research studies and their findings regarding importance of design thinking in STEM education have been explained.

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Design and Design Thinking in STEM Education

Cited by 168 publications

References 53 publications

Problematizing teaching and learning mathematics as “given” in STEM education

Problematizing teaching and learning mathematics as “given” in STEM education

Integrated activities in STEM environment: Methodology and implementation practice

Design Thinking in STEM Education: A Review

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