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Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society.

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Title: Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society.
Authors: B. Bush, Sarah1 (AUTHOR), Edelen, Daniel1 (AUTHOR) dedelen@gsu.edu, Roberts, Thomas2 (AUTHOR), Maiorca, Cathrine3 (AUTHOR), Ivy, Jessica T.4 (AUTHOR), Cook, Kristin L.4 (AUTHOR), Tripp, L. Octavia5 (AUTHOR), Burton, Megan5 (AUTHOR), Alameh, Sahar6 (AUTHOR), Jackson, Christa7 (AUTHOR), Mohr-Schroeder, Margaret J.6 (AUTHOR), Schroeder, D. Craig8 (AUTHOR), McCurdy, Regina P.1,9 (AUTHOR), Cox Jr, Richard10 (AUTHOR)
Source: Pedagogies. Jan-Mar2024, Vol. 19 Issue 1, p60-79. 20p.
Subject Terms: *STEAM education, *STEM education, *Teaching methods, *Quality of life, *Empathy, Design thinking
Abstract: When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society.
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  Data: <searchLink fieldCode="JN" term="%22Pedagogies%22">Pedagogies</searchLink>. Jan-Mar2024, Vol. 19 Issue 1, p60-79. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22STEAM+education%22">STEAM education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Quality+of+life%22">Quality of life</searchLink><br />*<searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Design+thinking%22">Design thinking</searchLink>
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  Data: When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1554480X.2022.2147937
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        Text: English
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      – SubjectFull: STEAM education
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      – SubjectFull: STEM education
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      – SubjectFull: Teaching methods
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      – SubjectFull: Quality of life
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      – SubjectFull: Empathy
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      – SubjectFull: Design thinking
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              Text: Jan-Mar2024
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