Development of a Design Thinking Pedagogical Model for Secondary Schools Science Teachers in Malaysia: A Needs Analysis

Abstract

In line with UNESCO's goal of enhancing quality and innovation through various enhancements to Science, Technology, Engineering, and Mathematics (STEM) education, the Malaysian Ministry of Education also places a premium on information enhancement through STEM education and the Malaysia Education Blueprint (MEB) 2013-2025. Design thinking is an essential component of STEM education in modern schooling. The significance of design thinking, particularly in STEM education, fosters creativity and innovation in problem-solving among students. The needs analysis research is the early phase of Design and Development Research (DDR). This study aims to determine the requirements for developing a Design Thinking Pedagogical Model for secondary school science teachers in Malaysia. The interview method was used to perform the qualitative research. Thus, semi-structured interviews with three science teachers were conducted to explore teachers' perspectives on the need to develop a Design Thinking Pedagogical Model. Purposive sampling was used to choose these experts, and they all matched the criterion. Thematic techniques such as verbatim transcription, coding, and themes were used to examine the interview data. The findings of this study indicate that researchers need to develop a Design Thinking Pedagogical Model of Science by a panel of expert teachers in teaching sciences in secondary schools. As such, the development of this Design Thinking Pedagogical Model will serve as a practical guide for teachers in terms of training and utilizing design in students and practicing the skills necessary for the 21st century through learning and facilitation.