Facilitating STEM Integration Through Design

English, Lyn D.

doi:10.1007/978-3-030-52229-2_4

Cited by 10 publications

(8 citation statements)

References 49 publications

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“…STEM education is based on constructivism and constructionism theories that emphasize the role of design in facilitating knowledge construction (Suryadi & Kurniati, 2021), while design-based learning is a learning method that uses design to evaluate student understanding (Azizan & Abu Shamsi, 2022). Design-based STEM learning is understood as a process of learning in which students use science, math, technology and engineering knowledge to develop creative systems, processes or products that will meet specific needs through the design process (Dym et al, 2005;English, 2020). This learning is Momentum: Physics Education Journal, 8(2), 2024, 166-180 dynamic and responsive, with iterative phases that can facilitate the full integration of all four STEM disciplines (Cheng & So, 2020).…”

Section: Introductionmentioning

confidence: 99%

The effect of design-based STEM learning on students' scientific creativity in solar energy topic

Lidya,

Habibah,

Suryadi

2024

Momentum: Physics Education Journal

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This study aims to investigate the effect of design-based STEM learning on students' scientific creativity in the context of solar energy. The study involved 64 tenth-grade students from a public Madrasah Aliyah in Jakarta, who were split into two groups: an experimental group that used design-based STEM learning and a control group that used conventional learning. Both groups were given a scientific creativity posttest in the form of seven open-ended questions. The study results showed that the experimental group's average scientific creativity score was higher than the control group's. Furthermore, the subdimensions analysis revealed that the experimental group's flexibility and originality significantly affected their scientific creativity. The study shows that design-based STEM learning positively impacts students' scientific creativity in the context of solar energy, although with a low category. This research can be a reference for future research to investigate the influence of design-based STEM learning on students' scientific creativity in various contexts.

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Section: Introductionmentioning

confidence: 99%

The effect of design-based STEM learning on students' scientific creativity in solar energy topic

Lidya,

Habibah,

Suryadi

2024

Momentum: Physics Education Journal

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“…To the best of our knowledge, the direct effects of STEM attitudes on thinking styles were never reported. Some researchers concluded that STEM education may promote the development of students' thinking styles (English, 2020; Kayumova, 2019; Li et al, 2019; Wells, 2016; Yata et al, 2020). Considering the effects of STEM self‐efficacy and STEM expectancy‐value beliefs on STEM persistence (Appianing & Van Eck, 2018; Wu et al, 2018), students with positive STEM attitudes (including strong STEM self‐efficacy and positive expectancy‐value beliefs) are more likely to participate and persist in STEM activities (Kricorian et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Researchers have claimed that STEM education may help students develop new ways of thinking, or thinking styles (English, 2020; Kayumova, 2019; Li et al, 2019; Wells, 2016; Yata et al, 2020). Wells (2016) explained that almost every phase of STEM education is associated with questioning, which requires students to use different thinking styles.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis

Jiang,

Islam,

et al. 2023

J Res Sci Teach

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Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill‐defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed that students' thinking styles and STEM attitudes directly predicted their computational thinking skills and that thinking styles mediated the relationship between STEM attitudes and computational thinking skills. Thinking styles and STEM attitudes are strong predictors of CT skills. Based on the results, we recommended that the conceptualization of CT be broadened to reflect its trans‐disciplinary nature within the context of STEM education. This study adds to the limited theoretical understanding of CT and CT‐predictors in higher education, which has been studied much less than in K‐12 education.

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“…Modelling experiences that draw on students' cultural and community contexts (Anhalt et al, 2018;English, 2021aEnglish, , 2021bTurner et al, 2009) provide rich opportunities for critical thinking from a citizen's perspective. Such opportunities can also assist students in appreciating that mathematics is not merely a means of calculating answers but is also a vehicle for social justice, where critical thinking plays a processes that can, in turn, be adapted and applied to subsequent challenging problems key role (Cirillo et al, 2016;Greer et al, 2007).…”

Section: Critical Mathematical Modellingmentioning

confidence: 99%

“…Given the complexity of systems thinking in today's world, and the diverse ways in which it is applied, students require opportunities to experience how systems thinking can interact with other forms such as design thinking and critical thinking (Curwin et al, 2018;Shin et al, 2022). Such interactions occur in many popular STEM investigations including one in which fifth-grade students designed, constructed, and experimented with a loaded paper plane (paper clips added) in determining how load impacts on the distance travelled (English, 2021b). Students observed that changing one design feature (e.g., wingspan or load position) unsettles some other features (e.g., fuselage depth decreases wingspan).…”

Section: Systems Thinkingmentioning

confidence: 99%

Ways of thinking in STEM-based problem solving

English

2023

ZDM Mathematics Education

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This article proposes an interconnected framework, Ways of thinking in STEM-based Problem Solving, which addresses cognitive processes that facilitate learning, problem solving, and interdisciplinary concept development. The framework comprises critical thinking, incorporating critical mathematical modelling and philosophical inquiry, systems thinking, and design-based thinking, which collectively contribute to adaptive and innovative thinking. It is argued that the pinnacle of this framework is learning innovation, involving the generation of powerful disciplinary knowledge and thinking processes that can be applied to subsequent problem challenges. Consideration is first given to STEM-based problem solving with a focus on mathematics. Mathematical and STEM-based problems are viewed here as goal-directed, multifaceted experiences that (1) demand core, facilitative ways of thinking, (2) require the development of productive and adaptive ways to navigate complexity, (3) enable multiple approaches and practices, (4) recruit interdisciplinary solution processes, and (5) facilitate the growth of learning innovation. The nature, role, and contributions of each way of thinking in STEM-based problem solving and learning are then explored, with their interactions highlighted. Examples from classroom-based research are presented, together with teaching implications.

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Facilitating STEM Integration Through Design

Cited by 10 publications

References 49 publications

The effect of design-based STEM learning on students' scientific creativity in solar energy topic

The effect of design-based STEM learning on students' scientific creativity in solar energy topic

How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis

Ways of thinking in STEM-based problem solving

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