scholarly journals STEAM Course Development and Design based on Design Thinking: A Case Study on “Self-induction Demonstrator”

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Zhi Li ◽  
Yaxi Zhang ◽  
Meiqi Yu ◽  
Yue Zhang ◽  
Xinyu Wang ◽  
...  
Keyword(s):  
Education Reform ◽  
Design Thinking ◽  
School Design ◽  
Creative Development ◽  
Good Opportunity ◽  
Engineering Mathematics ◽  
Steam Education ◽  
Interdisciplinary Knowledge ◽  
Deep Integration ◽  
K 12

STEAM education is a new direction of education reform in the 21st century. It can cultivate students’ ability to creatively solve practical problems, integrate and apply interdisciplinary knowledge. It is an effective way to help students master the 21st century’s abilities. All countries spare no effort to let it be local Take root. The integration of design thinking and STEAM education provides a good opportunity for students' comprehensive and creative development. Therefore, we use the D. School design thinking model developed by Stanford University to develop a STEAM course based on design thinking to improve students' STEAM literacy and the skills and abilities that company needs for high-quality development. This STEAM course takes "Self-induction Demonstrator" as the project theme, including five steps: Empathize, Define, Ideal, Prototype, and Test. It aims to provide a reference paradigm for the design and implementation of the K-12 STEAM course, and promote the deep integration of science, technology, engineering, mathematics and art.

scholarly journals STEM and STEAM Education in Australian K–12 Schooling

2021 ◽  
Author(s):  
Kimberley Pressick-Kilborn ◽  
Melissa Silk ◽  
Jane Martin
Keyword(s):  
Stem Education ◽  
Professional Learning ◽  
Potential Contribution ◽  
Early 21St Century ◽  
Stem Programs ◽  
Elementary Schooling ◽  
The Arts ◽  
Engineering Mathematics ◽  
Steam Education ◽  
K 12

STEM (science, technology, engineering, mathematics) education has become a global agenda, with schooling systems around the world in developed and developing countries seeking to incorporate STEM programs into their in-school and out-of-school curricula. While disciplinary integration has been common practice in primary (elementary) schooling for many decades, in the early 21st century the STEM education movement has promoted an increased focus on project- and problem-based learning across disciplines in secondary schools as well. Research suggests, however, that STEM education programs can face barriers in their implementation, often depending on whether they are designed to align with existing curriculum outcomes or whether they are developed as cocurricular programs. Challenges are also presented by the need for professional learning to equip teachers with new skills and knowledge in designing and delivering STEM education. In addition, some researchers and educators have argued for STEAM—integration of the arts in STEM education. For those concerned with school reform, a great strength of STEM and STEAM education approaches lies in the potential for transdisciplinarity. As such, new opportunities and possibilities for framing driving questions and addressing contemporary societal challenges are created. Two particular issues identified as critical are (a) the potential contribution of STEM education to creating a sustainable future, and (b) the importance of STEM education for social justice, in ensuring all children and young people have equitable access to learning opportunities.

Innovation per DiEM: Design in Emergency Medicine, A Longitudinal Medical School Design Curriculum

2019 ◽  
Author(s):  
Xiao Chi Zhang ◽  
Bon Ku ◽  
Robert Pugliese ◽  
Dimitrios Papanagnou ◽  
Mark Tykocinski ◽  
...  
Keyword(s):  
Design Thinking ◽  
Training Session ◽  
Idea Generation ◽  
School Design ◽  
Self Evaluation ◽  
Medical College ◽  
Future Goals ◽  
Student Teams ◽  
Project Deliverables ◽  
Faculty Mentors

Abstract Background The use of design principles in tackling complex health issues is gaining significant traction. Medical education must evolve to prepare future clinicians on design thinking methods. Method Twenty second-year medical students and seven EM faculty mentors from the Sidney Kimmel Medical College were enrolled in eight, 3-hour experiential design didactic sessions in 2017-18. Student teams were matched with EM physician-mentors to apply design thinking methods to specific ED problems. Didactic content included: 1) empathy building; 2) idea generation; 3) prototyping; 4) testing; 5) the user experience; 6) service design; 7) business canvas planning; 8) idea presentation. The curriculum was developed based the Kolb’s cycle, constructivist framework and Stanford d.school design thinking and students were evaluated using the Kirkpatrick Model through self-evaluation, group presentations, and project deliverables. Results Quantitative evaluation of the simulated training session was extracted through an 11-item questionnaire using a 5-point Likert scale. Overall responses were positive. Both students and faculty reported that participation in the curriculum was a valuable experience and provided deeper insight into applying design in healthcare. Areas of improvement included requests for longitudinal feedback, diverse collaborative efforts, and practical design workshops. The majority of learners recommended this curriculum to future learners. Conclusion Innovation per DiEM is a unique design curriculum that focuses on EM challenges with active EM clinician mentorship. Future goals include developing longitudinal evaluation and broadening healthcare challenges beyond the context of the ED.

Aquatic Stewardship Education in Theory and Practice

2007 ◽  
Keyword(s):  
Preservice Teachers ◽  
Education Reform ◽  
Citizen Science ◽  
Formal Education ◽  
Science Inquiry ◽  
Field Investigation ◽  
Subject Area ◽  
Community Sustainability ◽  
Science Tests ◽  
K 12

<i>Abstract</i>.—Washington State has used education reform best practices to redesign stewardship education. The directors of state natural resource agencies, education associations, businesses, and nonprofits who created the Pacific Education Institute (PEI) provide the leadership. PEI represents a systematic effort to work in the formal education sector using environmental education (EE) standards that align with subject area standards and provide a framework for integrated learning. PEI undertakes education research based on those EE standards to understand student achievement and its relationship to environment- based experiential education. PEI has refined the description of science inquiry to include three types of field investigation with rigorous protocols that will be included in the state’s science tests beginning in 2007. Finally, PEI has fostered a citizen science initiative with NatureMapping to connect the research undertaken by students through field investigation to questions asked by scientists. In partnership, the Washington Department of Fish and Wildlife expects citizen science to contribute to the statewide biodiversity index now being designed. Integral to delivering these opportunities to K– 12 is the university teacher preparation faculty and their work to prepare preservice teachers with these opportunities. The result is school districts now foster stewardship education, contributing to community sustainability.

Integrating Computational Thinking and Mathematics

2022 ◽  
pp. 175-196
Author(s):  
Marja Bertrand ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Education Reform ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Non Profit ◽  
The Arts ◽  
Learning Mathematics ◽  
Steam Education ◽  
Context Of Learning ◽  
And Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

Peace-Based Education

2017 ◽  
Vol 26 (1) ◽  
pp. 44-69
Author(s):  
H. B. Danesh
Keyword(s):  
United States ◽  
Education Reform ◽  
Education Program ◽  
The United States ◽  
Lessons Learned ◽  
School Environments ◽  
The Core ◽  
Methodological Approaches ◽  
United States Mexico ◽  
K 12

This article proposes that the universally acknowledged need for education reform requires both new conceptual and methodological approaches. At the core of this reform is transformation from conflict-based to peace-based educational concepts and practices aimed at creating school environments that promote academic and relational excellence, are safe and nurturing, and are free from bullying and violence. The article draws from the research done and lessons learned from more than sixteen ongoing years of implementation of Education for Peace (EFP)—a comprehensive peace-based education program—in more than one thousand schools, involving thousands of educators, and several hundred thousand students (K-12) in the highly conflicted and traumatized war-torn country of Bosnia and Herzegovina and more recently in schools in the United States, Mexico, Bermuda, and elsewhere.

Design Thinking for Challenges and Change in K–12 and Teacher Education

2020 ◽  
pp. 155545892097546
Author(s):  
Michele Parker ◽  
Laura Cruz ◽  
Daniela Gachago ◽  
Jolanda Morkel
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Design Thinking ◽  
Special Issue ◽  
Collaborative Decision Making ◽  
The Real ◽  
Multiple Voices ◽  
Real Change ◽  
K 12 ◽  
Collaborative Decision

Common to all the cases included in this special issue, we observed a degree of collaborative decision-making that is human-centered and shows empathy. Through it, multiple voices are acknowledged and heard. These cases demonstrate the beginning of a process of contextualization of Design Thinking in K–12 and teacher education. We hope that this special issue will prompt conversations to explore and critique the possibilities and imagine the real change that it might bring.

DESIGN-ED: a pedagogical toolkit to support K-12 teachers’ emergency transition to remote online education

2020 ◽  
Vol 121 (5/6) ◽  
pp. 331-339
Author(s):  
Paul Flynn
Keyword(s):  
Online Education ◽  
Design Research ◽  
Design Thinking ◽  
Lessons Learned ◽  
Iterative Refinement ◽  
Design Development ◽  
Content Type ◽  
Online Engagement ◽  
Educational Engagement ◽  
K 12

Purpose K-12 educators face persistent and nascent challenges as they grapple with making an emergency transition to remote online modes of engaging with their students. Crossing the digital divide that exists between multi-site educational engagement is challenging. This paper aims to address the particular challenge of maintaining or, perhaps re-conceptualising, the constructs that support social interaction in the face-to-face setting. A second pressing challenge is considering issues of equity when making the emergency transition to remote online engagement that are, in the physical classroom, somewhat mitigated by practitioners and the systems that support them. Design/methodology/approach DESIGN-ED is the output of a design-based research study. Findings However, in the rush to support this transition, it is possible that such challenges could be exacerbated if practitioners are not supported by a sustainable pedagogical process to frame their engagement with K-12 students in remote online formats. This paper explores these nascent challenges, presents a conceptual framework and explicates a subsequent design research model the form of a practitioner focussed “toolkit” that has the consideration of equity at its core. The “DESIGN-ED Toolkit” adopts and adapts a contemporary, effective and rapidly iterative design process from industry known as design thinking. Research limitations/implications The core components of this this process (empathy, definition, ideation, prototype and test) are pedagogically translated for use in complex and dynamic educational settings such as remote online engagement. Practical implications Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored. Originality/value Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

Qatar's K–12 Education Reform Has Achieved Success in Its Early Years

2009 ◽  
Author(s):  
Gail Zellman ◽  
Gery Ryan ◽  
Rita Karam ◽  
Louay Constant ◽  
Hanine Salem ◽  
...  
Keyword(s):  
Education Reform ◽  
Early Years ◽  
K 12
Sign in / Sign up

Export Citation Format

Share Document