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Education Sciences
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Design-Based Science, Technology, Engineering and Mathematics (STEM) Education
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Design-Based Science, Technology, Engineering and Mathematics (STEM) Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (15 March 2022) | Viewed by 11185

Special Issue Editor

Prof. Dr. Stanislav Avsec

E-Mail Website
Guest Editor
Department for Physics and Technology Education, Faculty of Education, University of Ljubljana, SI-1000 Ljubljana, Slovenia
Interests: design, technology and engineering education; education for sustainable development; creativity and innovative learning; educational technology and artificial intelligence; knowledge and innovation management; cognitive science
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Science, technology, engineering and mathematics (STEM) play an increasingly important and transformative role in modern society, especially given increased global networking and interconnectedness. Innovative pedagogies are demanded in any education system to improve teaching and learning for knowledge and skills of 21st Century. Design and Design Thinking as multifaceted process might be a key to innovative learning in all majors of STEM, and it is expected that it can be taught differently and, consequently, the final products and achievements of the design-based education are different. This special issue calls for conceptual and empirical research papers that critically examine issues around contemporary design-based education for competitive and sustainable teaching and learning of STEM.

Particularly, this Special Issue's Call for Papers addresses topics including, but not limited to, the following:

  • The design of Design-based Learning environments to foster competitive and sustainable education
  • The integration of systems thinking to enhance design-based innovative teaching and learning
  • Preparing teachers to use emerging technologies in classrooms at design activities
  • The theoretical frameworks and/or practical strategies on how design-based education can be implemented to facilitate teaching and learning
  • The assessment of design-based leaning achievements
  • Validation of Design-based Learning for innovative pedagogy  

Prof. Dr. Stanislav Avsec
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • design and design thinking
  • design-based learning, STEM education
  • innovative pedagogy

Published Papers (4 papers)

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Research

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18 pages, 3576 KiB  
Article
Technology-Immune/Technology-Enabled Problem Solving as Agency of Design-Based Mathematics Education
by Sergei Abramovich
Educ. Sci. 2022, 12(8), 514; https://doi.org/10.3390/educsci12080514 - 26 Jul 2022
Cited by 1 | Viewed by 1879
Abstract
The paper is written as a reflection on the author’s online teaching of a graduate elementary mathematics content and methods course through the asynchronous modality. The need for developing skills in posing problems that integrate non-technological and technological problem-solving strategies is emphasized. Such [...] Read more.
The paper is written as a reflection on the author’s online teaching of a graduate elementary mathematics content and methods course through the asynchronous modality. The need for developing skills in posing problems that integrate non-technological and technological problem-solving strategies is emphasized. Such problems are considered agency of design-based mathematics education. The importance of revealing hidden mathematical ideas stemming from teacher candidates’ willingness to explore self-posed problems within the forum components of the course is discussed. Using these hidden ideas, the paper demonstrates connectivity among different mathematical concepts including historical connections. Teacher candidates’ reflections on the course have been included and reviewed. Full article
(This article belongs to the Special Issue Design-Based Science, Technology, Engineering and Mathematics (STEM) Education)
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26 pages, 1968 KiB  
Article
STEM and HASS Disciplines in Architectural Education: Readiness of FAD-STU Bachelor Students for Practice
by Tomáš Hubinský, Ján Legény and Robert Špaček
Educ. Sci. 2022, 12(5), 294; https://doi.org/10.3390/educsci12050294 - 20 Apr 2022
Cited by 1 | Viewed by 2417
Abstract
Since the beginning of this century, STEM education has become increasingly important in preserving prosperity and economic competitiveness. Architecture has its own specific attributes. It overarches the STEM and HASS disciplines, and it should be perceived as a cultural phenomenon rather than as [...] Read more.
Since the beginning of this century, STEM education has become increasingly important in preserving prosperity and economic competitiveness. Architecture has its own specific attributes. It overarches the STEM and HASS disciplines, and it should be perceived as a cultural phenomenon rather than as a field of study. The main objective of this article is to highlight the methodology based on the statistical method evaluating the correlation rate between the Bachelor’s student performance (SP) in design studio courses and STEM and HASS categories, represented by particular subjects of various areas of study. The relationship between the admission examination procedure and the academic performance of graduates in the DESIGN category was also analyzed. Although the level of knowledge and skills required based on the study results within the curricula was more significant in the HASS category, the direct correlation between subjects in the STEM category, especially engineering, and the quality of the design studio′s outputs as the main and fundamental part of the creative architectural work, was also confirmed. The authors of the article found that STEM knowledge and STEM skills do not reach the required level and, therefore, the emphasis should be placed on changing curricula, balancing the ratio of STEM and HASS categories, adjusting the credits assigned to STEM subjects, or reviewing the classification system. Full article
(This article belongs to the Special Issue Design-Based Science, Technology, Engineering and Mathematics (STEM) Education)
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23 pages, 11339 KiB  
Article
Development of STEM Instructional Resources for Teaching Optics to Teachers-in-Training: Influence on Learning and Teacher Self-Efficacy
by Guadalupe Martínez-Borreguero, Francisco Luis Naranjo-Correa and Milagros Mateos-Núñez
Educ. Sci. 2022, 12(3), 186; https://doi.org/10.3390/educsci12030186 - 07 Mar 2022
Cited by 3 | Viewed by 2730
Abstract
Studies related to teacher training in primary education indicate a lack of knowledge, low levels of teaching self-efficacy, and negative emotions towards the teaching of physics. The main objective of this research was to compare the influence of two teaching methodologies on the [...] Read more.
Studies related to teacher training in primary education indicate a lack of knowledge, low levels of teaching self-efficacy, and negative emotions towards the teaching of physics. The main objective of this research was to compare the influence of two teaching methodologies on the learning and teaching self-efficacy of teachers-in-training on optics content related to light and color. The research design was quasi-experimental with control and experimental groups, a pre-test, and two post-tests. A non-probabilistic sample of 173 trainee primary school teachers was used. The control group used an academic–expositional teaching methodology, and the experimental group used a practical methodology based on the use of STEM teaching tools. Measuring instruments were designed and applied before and after the interventions to measure the evolution of cognitive and competence variables of the participating sample, depending on the methodology applied, both in the short and long term. The results reveal statistically significant improvements between the control group and the experimental group, both in the knowledge level variable and in the teaching self-efficacy variable. Full article
(This article belongs to the Special Issue Design-Based Science, Technology, Engineering and Mathematics (STEM) Education)
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Review

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12 pages, 275 KiB  
Review
Role of Empathy in Engineering Education and Practice in North America
by Eric Wilson and Phalguni Mukhopadhyaya
Educ. Sci. 2022, 12(6), 420; https://doi.org/10.3390/educsci12060420 - 20 Jun 2022
Cited by 6 | Viewed by 2450
Abstract
Does engineering design education in North America prepare students to address the major issues of our time? In today’s political and social climate, engineers are part of multi-disciplinary teams tasked with finding solutions to complex issues like poverty, climate change, the housing affordability [...] Read more.
Does engineering design education in North America prepare students to address the major issues of our time? In today’s political and social climate, engineers are part of multi-disciplinary teams tasked with finding solutions to complex issues like poverty, climate change, the housing affordability crisis, resource depletion, and water shortages. By definition, these problems are “wicked”. If engineers are to play a role in addressing issues that exist at the intersection of technology and society, they must have a deep understanding of both technical competencies and of human factors. They must have the ability to empathize. In consideration of today’s social, political, and environmental challenges, it has never been more important to instill social competencies into engineering education and practice, particularly around engineering design. This paper analyzes the previous literature on empathy in engineering education in North America and synthesizes the data to present the conceptualization that engineers have of empathy in education and practice. Full article
(This article belongs to the Special Issue Design-Based Science, Technology, Engineering and Mathematics (STEM) Education)
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