The Effectiveness of a Design Thinking Tool for the Development of Creativity in Teaching STEM Subjects among Special Needs Education Teachers

Balakrishnan, Balamuralithara; Azman, Mohamed Nor Azhari; Sharif, Aisyah Mohamad; Yaacob, Mohd Ikhwan Hadi; Zain, Haniza Hanim Mohd; Kway, Eng Hock

doi:10.18848/2327-7971/cgp/v28i01/15-26

Cited by 3 publications

(3 citation statements)

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“…According to the findings of past studies (Aguilar Moreno, 2022;Zhang & Chen, 2021), it has been integrated into broader borderline learning, especially in education (Lyche et al, 2018;Micheli et al, 2019). The growing interest in integrating design thinking into STEM education (Science et al) is capable of impacting the physical environment of classrooms (Balakrishnan et al, 2021;Benita et al, 2021). In today's rapidly changing technology and globally competitive environment, success requires developing and using a unique set of competencies.…”

Section: The Five Phases Of Design Thinkingmentioning

confidence: 99%

Innovate to Educate: The Development and Validation of the Design Thinking Chemistry Module

Md. Aris,

Ibrahim,

Abd. Halim

2024

IJARPED

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This study aims to develop an innovative approach to chemistry instruction in light of the changing education landscape. The objective is to cultivate innovation competencies among chemistry students in secondary school by integrating the principles of Science, Technology, Engineering, and Mathematics (STEM) within a design thinking framework. The primary objective of this undertaking is to create a Design Thinking Chemistry Module (Chem_PRO) specifically designed to instruct the fundamental principles of "acid, base, and salt." The module is developed using the Design and Development Research (DDR) approach based on the Sidek Module Development Model. It exhibits the potential to address the disparity between theoretical comprehension and the application of problem-solving abilities in practical contexts. The primary objective of this research is to create the Chem_PRO module, utilizing a Design and Development Research (DDR) methodology inside the Sidek Module Development Model. The purpose of this module is to instruct Form Four students on the fundamental principles of "acid, base, and salt." The module fosters innovation competencies by incorporating STEM ideas and employing a design thinking methodology. The validation process involved assessing the content by a panel of nine experts from diverse domains. This evaluation resulted in a Content Validity Index (CVI) of 0.975. The module's validity and reliability were confirmed through subsequent pilot testing with Form Four chemistry students, as evidenced by a strong Cronbach's alpha reliability coefficient of 0.924. The Chem_PRO module is anticipated to function as an essential pedagogical instrument, augmenting theoretical comprehension and practical problem-solving abilities in chemistry education.

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Section: The Five Phases Of Design Thinkingmentioning

confidence: 99%

Innovate to Educate: The Development and Validation of the Design Thinking Chemistry Module

Md. Aris,

Ibrahim,

Abd. Halim

2024

IJARPED

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“…Process [13], [14], [15], [16], [17], [18] Experiential Learning Process [19], [20], [21], [22], [23], [24] [25], [39] Experiential Design Thinking Process [26], [27] 1. Empathize 4) The synthesis of the experiential design thinking process from relevant documents and research in international journals and databases by several researchers.…”

Section: Table Iv: Synthesis Of Experiential Design Thinking Process ...mentioning

confidence: 99%

The Development of Virtual Professional Learning Community Platform with Experiential Design Thinking Process to Enhance Digital Teacher Competency

Srisawat¹,

Wannapiroon²

2022

IJIET

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In an era of digital transformation, technology has a strong influence on educational organizations. It is a huge challenge for teachers to deal with digital technology. A professional learning community platform integrated with technology is a powerful tool that can improve the digital competency of teachers to manage that challenge. The purpose of this research is to 1) develop a virtual professional learning community platform (VPLC platform) based on an experiential design thinking process, 2) to develop a training course for building digital teacher competency using an experiential design thinking process, and 3) to assess the digital competency of teachers using the VPLC platform in conjunction with the experiential design thinking process. Thirty teachers were selected by multi-stage sampling. The architectures used were the VPLC platform, the experiential design thinking process, and digital teacher competency. The research instrument was a digital competency assessment form for teachers with regard to the VPLC platform and an experiential design thinking process to enhance digital teacher competency. The findings revealed that 1) the VPLC platform model consisted of three components: 1) the VPLC platform, 2) the experiential design thinking process, and 3) digital teacher competency, brought together in four modules: 1) User management module, 2) Content management module, 3) Learner management module, and 4) Analytics management module and five processes: 1) Empathize the Concrete experience, 2) Define the Problem and Reflective observation, 3) Ideate the Abstract conceptualization, 4) Prototype, and 5) Test and Evolution and Active experimentation. The overall result of the quality of a training course in building digital teacher competency with an experiential design thinking process was at the highest quality value (Mean= 4.90, S.D.= 0.31). 3) The overall resulting digital competency of teachers was at the highest level (Mean= 4.80, S.D.= 0.40).

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“…In addition, a design thinking approach was shown to be an effective technique for enhancing the teaching or learning process, particularly when developing 21st-century skills among students (Razali et al, 2022). Numerous scholars and researchers in the field of education have investigated the prospect of design thinking enhancing curricula and teaching strategies (Abidin et al, 2022;Balakrishnan et al, 2021;Noh & Karim, 2021). In this context, "design thinking" refers to a more general way of thinking that incorporates the designer's approach to a real-world problem or difficulty.…”

Section: Introductionmentioning

confidence: 99%

Development of a Design Thinking Pedagogical Model for Secondary Schools Science Teachers in Malaysia: A Needs Analysis

Zainal¹,

ZAIN²,

Hamid³

2022

EPESS

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In line with UNESCO's goal of enhancing quality and innovation through various enhancements to Science, Technology, Engineering, and Mathematics (STEM) education, the Malaysian Ministry of Education also places a premium on information enhancement through STEM education and the Malaysia Education Blueprint (MEB) 2013-2025. Design thinking is an essential component of STEM education in modern schooling. The significance of design thinking, particularly in STEM education, fosters creativity and innovation in problem-solving among students. The needs analysis research is the early phase of Design and Development Research (DDR). This study aims to determine the requirements for developing a Design Thinking Pedagogical Model for secondary school science teachers in Malaysia. The interview method was used to perform the qualitative research. Thus, semi-structured interviews with three science teachers were conducted to explore teachers' perspectives on the need to develop a Design Thinking Pedagogical Model. Purposive sampling was used to choose these experts, and they all matched the criterion. Thematic techniques such as verbatim transcription, coding, and themes were used to examine the interview data. The findings of this study indicate that researchers need to develop a Design Thinking Pedagogical Model of Science by a panel of expert teachers in teaching sciences in secondary schools. As such, the development of this Design Thinking Pedagogical Model will serve as a practical guide for teachers in terms of training and utilizing design in students and practicing the skills necessary for the 21st century through learning and facilitation.

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The Effectiveness of a Design Thinking Tool for the Development of Creativity in Teaching STEM Subjects among Special Needs Education Teachers

Cited by 3 publications

References 0 publications

Innovate to Educate: The Development and Validation of the Design Thinking Chemistry Module

Innovate to Educate: The Development and Validation of the Design Thinking Chemistry Module

The Development of Virtual Professional Learning Community Platform with Experiential Design Thinking Process to Enhance Digital Teacher Competency

Development of a Design Thinking Pedagogical Model for Secondary Schools Science Teachers in Malaysia: A Needs Analysis

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