The Study on Integrating the Design Thinking Model and STEM Activity Unit for Senior High School Living Technology Course

Hsiao, Hsien-Sheng; Yu, Kuang-Chao; Chang, Yen Jung; Chien, Yu‐Hung; Lin, Kuen Yi; Lin, Chien‐Yu; Chen, Jyun-Chen; Chen, Jheng-Han; Lin, Yiwei

doi:10.1109/weef.2017.8467111

Cited by 9 publications

(6 citation statements)

References 17 publications

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“…Several parts of Asia, such as Western Asia, Eastern Asia, and Southeastern Asia, are now aggressively implementing and developing STEM education (Chen & Chang, 2018;Choi & Hong, 2015;Karahan, Bilici & Unal, 2015;Park & Yoo, 2013). Some countries such as Korea, Thailand, and Malaysia have focused on STEM/ STEAM education as an essential part of their education system (Cho, 2013;Hong, 2017;Hsiao et al, 2017;Kang, Ju, & Jang, 2013;Shahali, Ismail, & Halim, 2017). While in other countries in Asia, even though STEM education has not become a regular part of the education system, many researchers or teachers have enacted STEM education.…”

Section: Stem Education and Its Significant Development In Asian Regionsmentioning

confidence: 99%

Evidence of STEM enactment effectiveness in Asian student learning outcomes

2020

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This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.

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Section: Stem Education and Its Significant Development In Asian Regionsmentioning

confidence: 99%

Evidence of STEM enactment effectiveness in Asian student learning outcomes

2020

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“…Scholars, among them, have proposed several solutions to apply the design thinking approach as a modern learning paradigm in the classroom. For example [27][28][29] support this viewpoint, stating that when teachers use a design thinking approach to create learning materials and lectures for students, they improve student learning. Note that the quality of the classroom improves.…”

Section: The Potential Of Design Thinking In Stimulating Innovation C...mentioning

confidence: 99%

Design and Development Research (DDR) Approach in Designing Design Thinking Chemistry Module to Empower Students' Innovation Competencies

Norliyana Md. Aris

2024

ARASET

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Design and evaluation processes to provide an empirical basis for producing instructional and non-instructional products, tools, and new or improved development models. This method uses various methods, including qualitative and quantitative techniques, and thoroughly examines the literature. The design and development of this chemistry module using design thinking to empower students' innovation competencies are described in this article. The main challenge for the teaching implementation process that is capable of mastering the skills of generating new ideas and solving problems in the real world is preparing teaching materials, consuming time, and putting pressure on the teacher. Teachers need more support resources to translate the expected teaching practices. This effort aims to generate a new perspective in education, especially chemistry education, in developing student innovation competence in secondary schools in Malaysia. Therefore, this study aims to discuss the design and development research (DDR) approach used to develop a design thinking chemistry module using a DDR approach. The researcher will go through three study phases and use several different research approaches in each phase. In the first phase, the researcher investigated the teachers' needs in their pedagogy used in teaching and students' innovation competencies. The second phase is the design and development phase, involving the consensus of twelve experts in various fields, such as chemistry/science, technology, engineering, and mathematics (STEM), curriculum development, module construction experts, and research and innovation planning experts. Consequently, the final phase is implementation and evaluation, focusing on determining the module's effectiveness in teaching and learning. Expert consensus is the primary input in developing modules in Malaysian chemistry education. Malaysian education needs to bring a different educational paradigm and teaching strategy, which includes the impact of teacher pedagogy through design thinking in the future. The conclusion of this article proposes a conceptual framework for the research to contribute to the advancement of design thinking and chemistry education.

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“…However, there is no consensus on the effectiveness of DT. The results can be classified into three types: (a) DT can promote students' learning significantly (Albay and Eisma, 2021;Bawaneh and Alnamshan, 2023;Chang and Tsai, 2021;Dawbin et al, 2021;Hsiao et al, 2017;Kuo et al, 2022;Ladachart et al, 2022;Lin et al, 2020a;Liu and Ko, 2021;Nazim and Mohammad, 2022;Padagas, 2021;Pratomo and Wardani, 2021;Simeon et al, 2022;Tsai, 2015;Ziadat and Sakarneh, 2021); (b) DT does not significantly enhance student learning (Khongprakob and Petsangsri, 2022;Kuo et al, 2022;Lin et al, 2020b;Yalçın and Erden, 2021); (c) there are negative correlations between DT and learning outcomes (Chou and Shih, 2022;Lake et al, 2021).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…DT has typical interdisciplinary features (Lugmayr et al, 2014) and can promote new solutions, innovation, and collaboration opportunities for complex problems in multidisciplinary areas (Cook and Bush, 2018;Gleason and Jaramillo Cherrez, 2021). At the same time, DT can be integrated into the subjects of STEM or No-STEM to promote learning and teaching (Hsiao et al, 2023). DT is taught as a concept rather than affiliated with a specific discipline (Lor, 2017).…”

Section: Classmentioning

confidence: 99%

A meta-analysis of the effects of design thinking on student learning

Yu,

Lin

2024

Humanit Soc Sci Commun

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Design thinking (DT) is becoming an innovative and popular teaching method. Recently, DT has been used as an unconventional method to develop skills of problem-solving, creativity, and innovation. However, its effects on student learning are unclear. This research aimed to examine the DT’s effects on student learning. The meta-analytic result based on 25 articles showed that DT positively affected student learning (r = 0.436, p < 0.001). Moreover, the learning outcome, treatment duration, grade level, DT model, and region had moderating effects. Additionally, moderator analysis suggested that DT instruction was more effective: (1) when class size is <=30; (2) on multidiscipline; (3) with long-term duration (>=3 months); (4) for secondary school and university students; (5) on student learning engagement, motivation, problem-solving skills, and academic achievement; (6) with the model of Observe, Synthesize, Ideate, and Prototype, and Empathize, Define, Ideate, Prototype, Test; (7) when team size is <=7; (8) on African and Asian students.

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The Study on Integrating the Design Thinking Model and STEM Activity Unit for Senior High School Living Technology Course

Cited by 9 publications

References 17 publications

Evidence of STEM enactment effectiveness in Asian student learning outcomes

Evidence of STEM enactment effectiveness in Asian student learning outcomes

Design and Development Research (DDR) Approach in Designing Design Thinking Chemistry Module to Empower Students' Innovation Competencies

A meta-analysis of the effects of design thinking on student learning

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