Examining learners’ dynamics in a design thinking task: Engagement, equity, and social justice

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ID: 287569
2024
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Abstract
Even though there is an emphasis on the use of multidisciplinary STEAM (Science, Technology, Engineering, Agri-Fisheries, and Mathematics) approach in the teaching of science in various countries, the Department of Education (DepEd) does not explicitly include engineering in the Philippine basic education. This is even though there is an emerging argument in the community of science education researchers that emphasizes the need to engage learners in the engineering process. This study investigates non-STEM learners’ engagement in science and engineering practice and power relations in a design thinking based instructional unit in mechanics. Collaborative work through design thinking can provide learners with opportunities to engage in engineering practices as they course through their sociocultural contexts through interactions with their peers. This research employed ethnography vis-à-vis discourse analysis to know how the learners engaged in the eight practices and how power is socially constructed inside the classroom through the multimodal interaction analysis (MIA). The research findings suggest that non-STEM did not manifest science and engineering skills as expected in the stipulations in the Next Generation Science Standards (NGSS). Though, they used their sociocultural backgrounds as a leverage to do their design solutions. The role of gender and academic status were seen as the main factors affecting the social interaction and power relations between the two groups.
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Authors Matias, Elmerson I.
Journal Malay Journal
Year 2024
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_scied/61
Keywords Keywords not found

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