The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

IF 2 3区工程技术 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Technology and Design Education Pub Date : 2024-09-16 DOI:10.1007/s10798-024-09923-4

Menşure Alkış Küçükaydın, Hakan Ulum

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Abstract

Increasing science, technology, engineering, and mathematics (STEM) self-efficacy is necessary for closing the gap in STEM fields. There is a lot expected of students studying in STEM fields. However, studies have frequently mentioned the importance of design thinking in developing self-efficacy in STEM teaching. It has been highlighted as an important predictor of creative problem-solving. Based on this, in a Turkish sample, this study investigated the relationships between self-efficacy in STEM teaching, design thinking, and creative problem-solving of STEM teacher candidates. A total of 522 candidates participated in the study. The results showed that creative problem-solving mediated the relationship between design thinking and self-efficacy in STEM teaching. This information is vital for helping better assess the variables affecting the self-efficacy in STEM teaching of candidates entering the STEM pipeline. The discussion then revolves around integratingdesign thinking, the necessity of a human-centered approach, and creative problem solving, associated with 21st-century competencies into STEM education.

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创造性问题解决在 STEM 师范生设计思维和 STEM 教学自我效能感之间的中介作用

要缩小在科学、技术、工程和数学（STEM）领域的差距，就必须提高科学、技术、工程和数学（STEM）的自我效能感。人们对学习 STEM 领域的学生寄予厚望。然而，研究经常提到设计思维在培养 STEM 教学自我效能感方面的重要性。它被强调为是创造性解决问题的重要预测因素。基于此，本研究以土耳其为样本，调查了 STEM 师范生在 STEM 教学中的自我效能感、设计思维和创造性解决问题之间的关系。共有 522 名候选人参与了研究。研究结果表明，创造性问题解决在设计思维和 STEM 教学自我效能感之间起到了中介作用。这些信息对于更好地评估影响 STEM 师范生自我效能感的变量至关重要。接下来的讨论围绕将设计思维、以人为本的方法的必要性以及创造性解决问题等与 21 世纪能力相关的内容融入 STEM 教育展开。

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来源期刊

International Journal of Technology and Design Education 工程技术-工程：综合

CiteScore

5.30

自引率

19.00%

发文量

审稿时长

>12 weeks

期刊介绍： The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education. One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action'', of `doing'' as well as `understanding''.