Abstract
This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the analysis, design, development, implementation, and evaluation (ADDIE) model. The study followed the design-based research stages of needs analysis, development, testing, and reflection to produce design principles, and it was underpinned by the learning theory of constructionism. The findings showcase the design principles to include design thinking, finding solutions for learning problems, creativity, and innovation applied to instructional design. The study recommends the use of design thinking pedagogies in developing teacher knowledge on STEAM classroom practice.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
