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Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades

机译：STEAM集成学习中的设计思维：调查景观并探索小学年级的范例

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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.
机译：作为对基于问题的探究目的的补充，一种称为设计思维（DT）的教学方法使学生能够解决需要创造性地重新定义和重新设计类似于设计师专业技能的解决方案的问题，他们认为优先级冲突和复杂的谈判才能达成共识。解决一个不确定的问题。本文旨在总结有关K-12课堂中使用DT的现有文献，并分享3-5年级在实践中使用DT的两个范例，以便科学，技术，工程，艺术和数学（STEAM）教育者，教师教育者，研究人员和其他利益相关者可以形象地了解它在小学课堂中的形成方式，然后在DT上做总结。 DT框架不仅为STEAM的内容领域提供了一个激动人心的教学渠道，它还提供了一种真正的跨学科学习经验的传播平台，在此过程中，学生将全力投入解决问题的过程中，他们致力于使世界变得更加美好。

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