Design thinking customized to support STEM teachers: Co-developing and implementing STEM activities for fifth graders in Turkey

Öztürk, Ahsen; Korkut, Fatma

doi:10.1007/s10798-022-09790-x

Cited by 4 publications

(1 citation statement)

References 32 publications

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“…In terms of social capital, establishing interdisciplinary learning communities is a crucial path for the professional development of preservice teachers. This includes implementing collaborative learning among preservice teachers from different disciplinary backgrounds to facilitate the conceptualization of STEAM and its teaching practices (Berisha and Vula, 2021); fostering collaboration between STEAM preservice teachers and in-service teachers to expose preservice teachers to real-world classroom scenarios (Öztürk and Korkut, 2023;Schmid and Hegelheimer, 2014), and incorporating experts such as engineering researchers into collaborative groups to assist preservice teachers in integrating and applying multidisciplinary knowledge and skills in teaching contexts (Estapa and Tank, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing professional capital through technology-enabled university-school-enterprise collaboration: an innovative model for C-STEAM preservice teacher education in the Greater Bay area

Lyu,

Niu,

Yuan

et al. 2024

APJIE

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Purpose Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional STEAM education. The Guangdong-Hong Kong-Macao Greater Bay Area, as a region of cross-border cooperation, integrates the resources and advantages of Guangdong, Hong Kong, and Macao, possessing rich cultural heritage and innovative capabilities. Transdisciplinary Education for Cultural Inheritance (C-STEAM) is an effective approach to promoting educational collaboration within the Greater Bay Area, facilitating the integration of both technological and humanities education. This study aims to develop a Technology-Enabled University-School-Enterprise (T-USE) collaborative education model and implement it in the Greater Bay Area, to explore its role as a support mechanism in professional development and its impact on C-STEAM PSTs' professional capital. Design/methodology/approach Adopting a qualitative methodology, the study interviewed PSTs who participated in a C-STEAM teacher education course under the T-USE model. Thematic coding is used to analyze their knowledge acquisition, interaction benefits with community members, and autonomous thinking and decision-making in theoretical learning and teaching practice. Findings The findings show that the T-USE model significantly enhanced the PSTs' human capital, including teaching beliefs, knowledge, and skills. In terms of social capital, PSTs benefited from collaboration with PST groups, university teaching teams, in-service teachers, and enterprises, though challenges such as varying levels of expertise among in-service teachers and occasional technical instability emerged. For decisional capital, the T-USE model provided opportunities for autonomous thinking and promoted teaching judgment skills through real teaching challenges and scenarios. Reflective practice activities also supported PSTs' professional growth. Originality/value This study reveals the effectiveness and internal mechanism of the T-USE model in C-STEAM PST training, offering significant theoretical and practical references for future PST education.

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Section: Literature Reviewmentioning

confidence: 99%

Developing professional capital through technology-enabled university-school-enterprise collaboration: an innovative model for C-STEAM preservice teacher education in the Greater Bay area

Lyu,

Niu,

Yuan

et al. 2024

APJIE

View full text Add to dashboard Cite

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A conceptual model for educating design thinking dispositions

Thuan,

Antunes

2024

Int J Technol Des Educ

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Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students’ reflections about the course were collected to evaluate the model. The use of the model is also demonstrated by considering different teaching scenarios. This study contributes to better teaching and learning design thinking dispositions based on a unique model that helps educators organize their design thinking courses. The study also derives some implications for educators. While teaching design thinking knowledge and skills is essential, developing students’ design thinking dispositions is equally essential.

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Interdisciplinary competence of primary and secondary school teachers: a systematic literature review

Wang,

Sang

2024

Cogent Education

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Design thinking customized to support STEM teachers: Co-developing and implementing STEM activities for fifth graders in Turkey

Cited by 4 publications

References 32 publications

Developing professional capital through technology-enabled university-school-enterprise collaboration: an innovative model for C-STEAM preservice teacher education in the Greater Bay area

Developing professional capital through technology-enabled university-school-enterprise collaboration: an innovative model for C-STEAM preservice teacher education in the Greater Bay area

A conceptual model for educating design thinking dispositions

Interdisciplinary competence of primary and secondary school teachers: a systematic literature review

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