Fostering STEM+ education: Improve design thinking skills

2016 ◽  
Author(s):  
Samia Mahil
Keyword(s):  
Stem Education ◽  
Design Thinking ◽  
Thinking Skills ◽  
Improve Design

Young children’s design thinking skills in makerspaces

2021 ◽  
Vol 27 ◽  
pp. 100216
Author(s):  
Maria Hatzigianni ◽  
Michael Stevenson ◽  
Garry Falloon ◽  
Matt Bower ◽  
Anne Forbes
Keyword(s):  
Design Thinking ◽  
Thinking Skills

Cloud Computing as a Catalyst in STEM Education

2021 ◽  
pp. 470-485
Author(s):  
Vikas Kumar ◽  
Deepika Sharma
Keyword(s):  
Cloud Computing ◽  
Stem Education ◽  
Thinking Skills ◽  
Successful Implementation ◽  
Learning Technology ◽  
Mediated Learning ◽  
Computing Technology ◽  
Stem Disciplines ◽  
New Ideas ◽  
Stem Students

The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time and place. This methodology creates and deepens interest in students towards learning with creativity and innovation. STEM students can work on authentic and real solutions within a technology-mediated learning environment, while inculcating higher order thinking skills. Technology-mediated environments support new ideas, real time collaboration and promotes peer learning. However, affordance as an adoption factor of technology in academics can be addressed by cloud computing technology. STEM education on cloud computing technology will gain access to its content rich features based on flexibility, accessibility, scalability, affordability, and reliability and enhanced agility. The cloud computing based STEM education infrastructure will inculcate development and experimentation skills in students. The present work (a) reviews scholarly work in cloud computing technology for simulations and prototypes for different STEM subjects, (b) outlines the benefits of using cloud computing technology for students pursuing STEM careers, and (c) presents the case studies of the successful implementation of cloud computing in STEM disciplines.

Computational Expression

2021 ◽  
pp. 134-156
Author(s):  
Amanda L. Strawhacker ◽  
Amanda A. Sullivan
Keyword(s):  
Stem Education ◽  
Visual Arts ◽  
21St Century ◽  
Fine Arts ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Pedagogical Approach ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

Enhancing Diversity in STEM Interdisciplinary Learning

2015 ◽  
pp. 997-1019
Author(s):  
Reginald A. Blake ◽  
Janet Liou-Mark
Keyword(s):  
Stem Education ◽  
Real World ◽  
Undergraduate Research ◽  
Interdisciplinary Approach ◽  
Thinking Skills ◽  
New Paradigm ◽  
Research Experiences ◽  
Stem Disciplines ◽  
And Mathematics ◽  
Diversity In Stem

The Science, Technology, Engineering, and Mathematics (STEM) disciplines have traditionally been woefully unsuccessful in attracting, retaining, and graduating acceptable numbers of Underrepresented Minorities (URMs). A new paradigm of STEM practices is needed to address this vexing problem. This chapter highlights a novel interdisciplinary approach to STEM education. Instead of being siloed and mired in their respective STEM disciplines, students integrate real world, inquiry-based learning that is underpinned by a strong foundation in mathematics and a myriad of other pillars of STEM activities. These activities include Peer-Assisted Learning Workshops, Mentoring Programs, Undergraduate Research Experiences, STEM Exposure Trips, Conference Participation, and Peer Leadership. This strategy enhances STEM education among URMs by purposefully connecting and integrating knowledge and skills from across the STEM disciplines to solve real-world problems, by synthesizing and transferring knowledge across disciplinary boundaries, and by building critical thinking skills in a manner that is relevant to their experiences and yet transformative.

Students Using Indigenous Knowledge in Video Game Creation to Develop Design Thinking Skills

2011 ◽  
pp. 806-819 ◽  
Author(s):  
Professor Neil Anderson ◽  
Lyn Courtney
Keyword(s):  
High School Students ◽  
Data Collection ◽  
Indigenous Knowledge ◽  
Video Game ◽  
Design Thinking ◽  
Thinking Skills ◽  
Simulation Game ◽  
School Students ◽  
Indigenous Students ◽  
First Time

This chapter describes an educational intervention to introduce and develop design thinking skills with two groups of Australian Indigenous high school students in Far North Queensland and reports on the first phase of the data collection. The initial data collection involved interviewing key personnel at the two sites to gauge their perceptions about the feasibility of the project. This project represents the first time that Australian Indigenous students have participated in videogame creation with an emphasis on using Indigenous knowledge to develop design thinking skills along with literacy and numeracy skills. During the intervention, Year 10 students will be introduced to design thinking skills in the context of developing computer video games using Australian Indigenous knowledge (e.g., a simulation game involving a fictitious island in the Torres Strait).

Cloud Computing as a Catalyst in STEM Education

2017 ◽  
Vol 13 (2) ◽  
pp. 38-51 ◽  
Author(s):  
Vikas Kumar ◽  
Deepika Sharma
Keyword(s):  
Cloud Computing ◽  
Stem Education ◽  
Thinking Skills ◽  
Successful Implementation ◽  
Learning Technology ◽  
Mediated Learning ◽  
Computing Technology ◽  
Stem Disciplines ◽  
New Ideas ◽  
Stem Students

The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time and place. This methodology creates and deepens interest in students towards learning with creativity and innovation. STEM students can work on authentic and real solutions within a technology-mediated learning environment, while inculcating higher order thinking skills. Technology-mediated environments support new ideas, real time collaboration and promotes peer learning. However, affordance as an adoption factor of technology in academics can be addressed by cloud computing technology. STEM education on cloud computing technology will gain access to its content rich features based on flexibility, accessibility, scalability, affordability, and reliability and enhanced agility. The cloud computing based STEM education infrastructure will inculcate development and experimentation skills in students. The present work (a) reviews scholarly work in cloud computing technology for simulations and prototypes for different STEM subjects, (b) outlines the benefits of using cloud computing technology for students pursuing STEM careers, and (c) presents the case studies of the successful implementation of cloud computing in STEM disciplines.

The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education

2018 ◽  
Vol 13 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Devrim Akgündüz
Keyword(s):  
Academic Achievement ◽  
Science Education ◽  
Problem Solving ◽  
Stem Education ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Constructivist Teaching ◽  
Integrated Stem ◽  
Education Academic

This research has been conducted to evaluate the effects of integrated science, technology, engineering and mathematics (STEM) education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. This study, which used pre-test–post-test and semi-experimental model with permanence test, control group as a research model, was conducted with 44 students attending to the 6th grade of a public school in 2015–2016 academic year. The study consisted of the control group with constructivist teaching and the experimental group with integrated STEM education. Academic achievement test and reflective thinking scale towards problem solving were applied. In SPSS 24 package program, analysis of quantitative data was performed using t-test and Mann–Whitney U test. In conclusion, the integrated STEM education does not significantly increase success, reflective thinking skills towards problem solving and their effects on permanence according to constructivist teaching, but provides positive contributions to academic achievement.   Keywords: Integrated STEM education, science education, academic achievement, problem solving, reflective thinking skills.  

Long-term trends accentuate the import of creative and critical thinking skills developed by design thinking and ill-defined questions

2017 ◽  
Vol 35 (2) ◽  
pp. 190-208 ◽  
Author(s):  
Robert A Peters ◽  
Janice Maatman
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Design Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Great Recession ◽  
1960S And 1970S ◽  
The 1960S ◽  
Fiscal Pressure

The economic, financial, and political trends such as stagnating standards of living, fiscal pressure, and an escalating mistrust of government were set in motion during the 1960s and 1970s. Due to the duration of the trends, the magnitude, but not the nature, of the challenges confronting the health care, nonprofit and public sectors has changed. Consequently, with the exception of adding topics relating to strategies for securing voluntary compliance and effectively interacting with constituents who are increasingly angry and opposed to government intervention, the Great Recession and subsequent Age of Austerity do not appreciably affect the Master in Public Administration (MPA) curriculum’s content. However, the intractable nature of the challenges accompanying the trends places a premium on cultivating the students’ critical thinking and creative skills. Meeting this challenge necessitates the adoption of learning strategies that shift to students a greater share of the responsibility for learning. One of the options for achieving the outcome is to provide students with the foundational materials and an ill-defined problem that, in conjunction with design thinking, maximizes the students’ freedom to independently define the problem, identify the requisite information for analysis, and develop solutions. The article provides examples of the learning strategy that has been applied in several courses.

scholarly journals Design Thinking in Medical Education: The Key Features and Practical Application

2020 ◽  
Vol 7 ◽  
pp. 238212052092651
Author(s):  
John Sandars ◽  
Poh-Sun Goh
Keyword(s):  
Design Thinking ◽  
New Product ◽  
Thinking Skills ◽  
World Health ◽  
Complex World ◽  
Practical Application ◽  
Medical Educators ◽  
Key Features ◽  
Thinking Process ◽  
Creativity And Innovation

Design thinking is a process that applies both creativity and innovation to iteratively develop and implement a new product. The design thinking process also enhances design thinking skills that are essential for personal and professional life in a complex world. Health care is increasingly being faced with complex problems, and the education of current and future doctors in design thinking is an important curricular challenge for all medical educators. Medical educators will need to enhance their own design thinking skills to enable them to effectively respond to this challenge.

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