Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices

Kamil Doğanay; Murat Pektaş

doi:10.52134/ueader.1714956

Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices

Öz

This study aims to explore science teachers’ perspectives on the implementation of STEM (Science, Technology, Engineering, Mathematics) applications through a Design Thinking (DT) approach. Employing a qualitative case study design, semi-structured interviews were conducted with 11 science teachers selected via maximum variation sampling, a purposive sampling strategy. Data were analyzed through content analysis. The findings reveal that science teachers generally perceived DT-based STEM applications positively, particularly in terms of enhancing instructional effectiveness. Participants reported that these practices supported both their professional and personal growth, fostered greater classroom interaction, and improved student motivation. Additionally, the teachers emphasized a strong connection between STEM activities and the development of computational thinking skills—especially in fostering algorithmic thinking, problem-solving, and systematic analysis. Despite these benefits, several implementation challenges were noted, including time constraints, curriculum overload, limited resources, classroom management issues, and occasional lack of student engagement. Overall, the study concludes that the design-based thinking approach serves an integrative function in embedding creative and computational thinking within STEM education, offering multifaceted benefits for both students and educators.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Programları ve Öğretim (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Kamil Doğanay ^*
0000-0001-5027-4163
Türkiye

Murat Pektaş
0000-0002-7205-6279
Türkiye

Erken Görünüm Tarihi

13 Haziran 2025

Yayımlanma Tarihi

30 Haziran 2025

Gönderilme Tarihi

5 Haziran 2025

Kabul Tarihi

12 Haziran 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 8 Sayı: 1

DOI

https://doi.org/10.52134/ueader.1714956

IZ

https://izlik.org/JA76YZ74TB

Kaynak Göster

RIS / Bibtex

APA

Doğanay, K., & Pektaş, M. (2025). Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices. International Journal of Scholars in Education, 8(1), 11-24. https://doi.org/10.52134/ueader.1714956

AMA

1.Doğanay K, Pektaş M. Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices. IJSE. 2025;8(1):11-24. doi:10.52134/ueader.1714956

Chicago

Doğanay, Kamil, ve Murat Pektaş. 2025. “Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices”. International Journal of Scholars in Education 8 (1): 11-24. https://doi.org/10.52134/ueader.1714956.

EndNote

Doğanay K, Pektaş M (01 Haziran 2025) Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices. International Journal of Scholars in Education 8 1 11–24.

IEEE

[1]K. Doğanay ve M. Pektaş, “Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices”, IJSE, c. 8, sy 1, ss. 11–24, Haz. 2025, doi: 10.52134/ueader.1714956.

ISNAD

Doğanay, Kamil - Pektaş, Murat. “Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices”. International Journal of Scholars in Education 8/1 (01 Haziran 2025): 11-24. https://doi.org/10.52134/ueader.1714956.

JAMA

1.Doğanay K, Pektaş M. Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices. IJSE. 2025;8:11–24.

MLA

Doğanay, Kamil, ve Murat Pektaş. “Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices”. International Journal of Scholars in Education, c. 8, sy 1, Haziran 2025, ss. 11-24, doi:10.52134/ueader.1714956.

Vancouver

1.Kamil Doğanay, Murat Pektaş. Exploring Science Teachers’ Views on Design Thinking Oriented STEM Education Practices. IJSE. 01 Haziran 2025;8(1):11-24. doi:10.52134/ueader.1714956