| With the rapid development of economic globalization and science and technology,people are paying more and more attention to the cultivation of innovative talents with humanistic literacy.Design thinking,as a human-centered innovation methodology,brings a new perspective to the cultivation of innovative humanistic talents.STEM education offers possibilities for the development of design thinking in terms of teaching concepts,contents and methods.Therefore,it is possible to develop students’ design thinking based on STEM education.As a curriculum characterized by multidisciplinary integration,inquiry,and innovative practice,elementary school Science has been increasingly emphasized in the new curriculum reform.The Science Curriculum Standards for Compulsory Education in Primary Schools,implemented in 2017,first introduced engineering and technology into the science curriculum as an independent area,one of the manifestations of which is the design and production class,but in actual teaching students’ design ability has not gained importance,and design thinking and The cultivation of design thinking and innovation ability has also been neglected,leading to the ambiguous positioning of the curriculum content.Based on this,this study aims to integrate design thinking into STEM education and use elementary science as an implementation pathway to design and implement an elementary STEM curriculum that incorporates design thinking cultivation in order to cultivate students’ design thinking,empathy and humanistic care,and innovation.Based on the above research objectives,this study firstly compares the current status of the theories and practical achievements related to design thinking and STEM education at home and abroad by reviewing the literature.Secondly,we analyze the appropriateness of the integration of design thinking and STEM education.The existing STEM education models and classroom teaching design frameworks that incorporate design thinking are reviewed and their shortcomings are identified.On this basis,a STEM teaching model that integrates design thinking is constructed.The teaching procedure of this model is divided into five stages:discovering needs,defining problems,conceptualizing designs,producing tests,and presenting evaluations,and its core elements are empathy,scientific inquiry,creative practice,and iteration.Then,under the guidance of this teaching model,two teaching cases-"Designing and Making a Thermal Box" and "Designing and Making a Multifunctional Walking Stick"-were designed with the "Compulsory Education Primary School Science Curriculum Standards" and the content of the chapter "Little Designer" in the lower book of the sixth grade of elementary school science of the Guangdong version,and the sixth grade elementary school students were used as the research objects In order to verify the effectiveness of this model in developing students’ design skills,we used the elementary school science class as the curriculum base for teaching practice.To verify the effectiveness of the model in cultivating students’ design thinking,humanistic care,and creative abilities,students were given a design thinking expressive assessment and a basic empathy ability survey before and after the teaching experiment,in which the design thinking expressive test is an assessment method that allows students to show their mastery of learning objectives through practical tasks.Finally,the pre-and post-test results,as well as the students’ self-assessment and student-teacher interviews,were analyzed,and the following conclusions were drawn: STEM teaching activities that integrate design thinking development help students develop design thinking;they can improve students’ empathy,humanistic care,and creativity;they can transfer the knowledge related to design thinking to new situations;and they can influence students’ career choices to a certain extent.The program has also been found to have an impact on students’ inquiry,collaboration and problem-solving skills. |
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