Study of STEM for Sustainability in Design Education: Framework for Student Learning and Outcomes with Design for a Disaster Project

Ming-Ni Chan and Daisuke Nagatomo
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Ming-Ni Chan: PhD Program in Design, College of Design, Chung Yuan Christian University, Taoyuan City 320, Taiwan
Daisuke Nagatomo: Department of Design, National Taiwan Normal University, Taipei City 106, Taiwan

Sustainability, 2021, vol. 14, issue 1, 1-15

Abstract: STEM has successfully introduced an interdisciplinary education model that can be used for training students to develop skillsets for the 21st century. STEM Education for Sustainability (STEM4S) expands the scope of education to meet rapidly changing global challenges, such as climate change and SDGs by the United Nations, which require the multidisciplinary curriculum to be integrated into STEM. Design-based tasks play a significant role in STEM education by promoting students’ critical thinking and problem-solving abilities. While STEM successfully employs design, design education currently conducts subjective procedures and lacks the framework for adopting the critical-thinking process. Therefore, design education can develop students’ cognitive skills by reflecting on STEM learning experiences. This study articulates the framework for design education by investigating problem-based and project-based learning and the double-diamond diagram for innovation. The goal of this study was to apply these observations and formulate the framework for STEM4S. This study examined the framework adopted at the National Taiwan Normal University in the Department of Design, with qualitative analysis of participants and quantitative analysis of questionnaire results. Finally, the researchers discuss the research questions and future applications of this framework.

Keywords: PBL; STEM4S; critical thinking; design education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (1)

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