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

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS

ACS Applied Bio Materials 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。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

ACS Applied Bio Materials Chemistry-Chemistry (all)

CiteScore

9.40

自引率

2.10%

发文量

464