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Design thinking customized to support STEM teachers: Co-developing and implementing STEM activities for fifth graders in Turkey

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Abstract

Some of the key challenges for STEM education in Turkey include the problems encountered by teachers when integrating diverse disciplines and technologies into STEM activities, the need for teachers to acquire the skills necessary to prepare and implement appropriate STEM activities for the educational level of their students and their school context, the difficulties faced by teachers when following the Engineering Design (ED) problem-solving process in the implementation of STEM activities, and teachers’ heavy workloads, which impede the collaboration required to develop and implement STEM activities. A field study was carried out in Samsun, Turkey between 2017 and 2018 to develop a Design Thinking (DT) approach customized to support STEM teachers. The field study adopted an action research methodology and involved two main studies with fifth-grade teachers and students, facilitated by a researcher-designer. Qualitative methods including co-design workshops, focus groups, interviews, and observation were employed to gather data. The paper presents a seven-step DT approach, customized to support pre-service and in-service secondary school teachers in collaboratively designing and implementing classroom STEM activities. The results indicate that structuring the STEM activity design as a specialized DT process provides a complementary framework. Collaboration among teachers in a structured STEM activity design process supports the integration of disciplines and the development of STEM activities that correspond to the students’ level of knowledge and ability. Empathy building, which facilitates familiarization with other teachers and students, enhances collaboration among teachers and aids the development of STEM activities relevant to the students’ level.

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Data/material and code availability

The datasets used and analyzed during this study are available from the corresponding author on reasonable request.

Notes

  1. In Turkey, the “Pedagogical Formation Certificate Program” was initiated in 2010 by the Council of Higher Education. This certificate is required from those who seek to work as teachers in K-12 schools but are not education faculty graduates (Yılmaz & Güneş, 2017).

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Acknowledgements

This paper is based on the PhD thesis of the first author. The authors would like to thank Professor Dr Gülay Hasdoğan, Professor Dr Kürşat Çağıltay, Associate Professor Dr Pınar Kaygan (all of the Middle East Technical University at the time of the study), and the participants of the field study for their valuable contributions. The authors would also like to remember the late Professor Dr Memduh Erkin of Ondokuz Mayis University, with love and respect for his support for this study.

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  1. Industrial Design Department, Kütahya Dumlupınar University, Kütahya, Turkey

    Ahsen Öztürk

  2. Industrial Design Department, Middle East Technical University, Ankara, Turkey

    Fatma Korkut

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All authors contributed to the study’s conception and design. Material preparation, data collection, and analysis were performed by [AÖ]. The first draft of the manuscript was written by [AÖ], and all authors commented on previous versions of the manuscript. Supervision, review, and editing were made by [FK]. All authors read and approved the final manuscript.

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Correspondence to Ahsen Öztürk.

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Ethical approval for this study was received from the Turkish Ministry of National Education (Approval number: 27485554–605.01-E.19497647) and METU (Middle East Technical University) Applied Ethics Research Center (Approval number: 2017-FEN-057).

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Öztürk, A., Korkut, F. Design thinking customized to support STEM teachers: Co-developing and implementing STEM activities for fifth graders in Turkey. Int J Technol Des Educ 33, 1409–1447 (2023). https://doi.org/10.1007/s10798-022-09790-x

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