Design Thinking and STEM: Creating Innovative Minds for the Future
DOI:
https://doi.org/10.70577/asce.v4i4.519Keywords:
STEM;Design thinking;Technology; Science; Gender.Abstract
In the context of challenges in teaching science, technology, engineering, and mathematics (STEM), it is a priority to explore methodologies that promote meaningful, equitable, and innovative learning. Design thinking (DT), as an approach focused on creative problem-solving through empathy and collaboration, offers opportunities for teaching practice. This article aims to motivate teachers to use DT in conjunction with STEM as an educational strategy. This proposal seeks to provide pedagogical tools that help structure thinking. In this context, the following question is posed: How can design thinking contribute to improving the teaching of the STEM approach?
This article presents research with a mixed-methods approach that analyzes two case studies: the “Tech Kids” program, focused exclusively on STEM; and the “Empowershe” initiative, aimed at empowering girls through the integration of STEM and DT. Interviews, questionnaires, and document review were used. Among the most relevant findings, it was observed that girls' participation increased significantly when design thinking activities were integrated. In contrast, in another scenario with the mixed-gender group without teacher training, gender stereotypes were identified that significantly limited girls' participation. Based on the analysis of the "Tech Kids" and "Empowershe" cases, the contributions of teacher training to structuring thinking, the inclusion of girls in STEM fields, and the challenge of overcoming gender stereotypes in the classroom are discussed.
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