Learning Science and Mathematics (LSM) Journal Vol.1, Issue 17, pp 140-154
Enhancing Students’ Design Thinking Skills using STEM PaDL Framework: Exemplary Lesson and Prototype Output
Deva Nanthini Sinniah, Dominador D. Mangao, Nelson Cyril, Sivaranjini Sinniah, Sharfuddin Abdul Shukor & Ng Khar Thoe
Received first draft March 2022. Received reports from first and second reviewers (4 July and 19 September 2022).
Received revised draft 12 December.
Accepted to publish 20 December 2022.
Abstract
Purpose and Research Question - STEM education has gained increasing attention over the past few decades to enhance students’ understanding of science and mathematical concepts through investigative research with enhanced thinking and problem-solving skills. This study was conducted to explore the STEM Planning and Design Learning (PaDL) Framework developed by the authors for students’ learning in primary science topics in a Penang school.
Methodology – The qualitative case study approach was the research design implemented with data collected from students and teachers interviews and observation of teaching-learning
activities. The STEM PaDL framework consists of two models, one for Teacher Lesson Planning and one for Student Design Learning. In this article, only the Teachers’ Planning model will be elaborated with exemplary lessons and prototypes as learning output illustrated for the teachers. The Teacher Planning model comprises four (4) stages, namely: (1) creating
enthusiasm with the class; (2) planning for teaching; (3) designing learning process for students and (4) reflection. Training of Trainers (TOT) workshop was conducted among the Science and Mathematics teachers in a primary school in Penang. Teachers explored and understood the essence of both models by attending TOT workshops. Then a lesson exemplar was developed to illustrate the STEM PaDL Model. The training session was followed by an exploration of students’ learning activities with enhanced design thinking skills documented
during lesson observation.
Findings – Analysis of findings showed that the students able to built prototypes based on their sketches in response to the problem scenario posted. The analysis of students’ exploration also revealed that they were able to execute the Design Learning Process by looking at the behavioural sequencing of the prototype production in the online classroom.
Significance and Contribution in Line with Philosophy of LSM Journal - This article illustrates STEM PaDL Model lesson exemplar piloted in a primary school. In conclusion, the STEM PaDL framework consisting of design learning process is a unique teaching and learning framework as it is comprised of two harmonious and complementary models that facilitated students’ learning with enhanced design thinking skills.
Keywords: Design thinking skills; Lesson exemplar; STEM PaDL; Prototype
© 2022 SEAMEO RECSAM LSM Journal
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