Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades
Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades
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DOI：
10.1111/ssm.12268
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发表时间：
2018-04-01
影响因子：
1.1
通讯作者：
Bush, Sarah B.
中科院分区：
文献类型：
--
作者：
Cook, Kristin L.;Bush, Sarah B.
为了补充基于问题的探究的目标，一种称为设计思维（DT）的教学方法让学生努力解决需要创造性重新定义和重新想象解决方案的问题，这些解决方案类似于设计师的专业技能，他们考虑相互冲突的优先事项和复杂的谈判来解决一个定义不清的问题。本文旨在综合有限的现有文献在K-12课堂上使用DT，分享DT在3-5年级的行动中的两个例子，使科学，技术，工程，艺术和数学（STEAM）教育工作者，教师教育工作者，研究人员和其他利益相关者可以想象它如何在小学课堂上形成，然后对DT的结论性意见。DT框架提供了一个令人兴奋的教学途径，而不仅仅是STEAM的内容领域，它提供了一个真正的跨学科学习体验的载体，学生们热情地投入到解决问题中，努力让世界变得更美好。
Complementing the aims of problem-based inquiry, a pedagogical approach called design thinking (DT) has students grapple with issues that require a creative redefinition and reimagining of solutions akin to professional skills of designers, who consider conflicting priorities and complex negotiations to arrive at a solution to an ill-defined problem. This article aims to synthesize the limited existing literature on the use of DT in the K-12 classroom, share two exemplars of DT in action in Grades 3-5 so that science, technology, engineering, arts, and mathematics (STEAM) educators, teacher educators, researchers, and other stakeholders can visualize how it can take shape in the elementary classroom, followed by concluding remarks on DT. The DT framework provides an exciting avenue for teaching more than simply the content areas of STEAM, it provides a vehicle through which a true transdisciplinary learning experience can occur-where students are passionately invested in solving problems as they strive to make the world a better place.