Design Thinking in STEM Education: A Review

Alashwal, May

doi:10.5430/irhe.v5n1p18

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2022

2024

Publication Types

Select...

Article3

Other1

Relationship

Self Cite0

Independent4

Authors

Journals

Cited by 4 publications

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Enhancing Students’ Learning Achievement, 21st‐Century Skills, and Self‐Regulation Skills—Knowledge Management and Education 4.0 Perspective

Cardona,

Buan,

Inutan

et al. 2024

Knowledge Management and Industry Revolution 4.0

View full text Add to dashboard Cite

Enhancing Students’ Learning Achievement, 21st‐Century Skills, and Self‐Regulation Skills—Knowledge Management and Education 4.0 Perspective

Cardona,

Buan,

Inutan

et al. 2024

Knowledge Management and Industry Revolution 4.0

View full text Add to dashboard Cite

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

Dolgopolovas,

Dagiene

2024

Comp Applic In Engineering

View full text Add to dashboard Cite

In this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

show abstract

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

Öztürk

Korkut²

2022

Int J Technol Des Educ

View full text Add to dashboard Cite

Design Thinking in STEM Education: A Review

Cited by 4 publications

References 29 publications

Enhancing Students’ Learning Achievement, 21st‐Century Skills, and Self‐Regulation Skills—Knowledge Management and Education 4.0 Perspective

Enhancing Students’ Learning Achievement, 21st‐Century Skills, and Self‐Regulation Skills—Knowledge Management and Education 4.0 Perspective

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

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

Contact Info

Product

Resources

About