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Board # 95 : The Effects of Design Thinking Methods on Pre-service PK-12 Engineering and STEM Teacher Capabilities, Confidence, and Motivation in Creativity (Work in Progress)

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Pre-college Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education Division

Tagged Topic

Diversity

Page Count

7

Permanent URL

https://peer.asee.org/27962

Download Count

90

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Paper Authors

biography

Tanner J. Huffman The College of New Jersey

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Dr. Tanner Huffman is an Assistant Professor in the Department of Integrative STEM Education in the School of Engineering at The College of New Jersey.

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biography

Manuel Alejandro Figueroa The College of New Jersey

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Dr. Manuel Figueroa is an Assistant Professor in the Department of Technological Studies at The College of New Jersey. His research involves the development of nanoparticle coatings for various applications, including surface enhanced Raman scattering and anti-fouling surfaces. He also develops nanotechnology based lessons that integrate the STEM disciplines and develops human centered design projects that engage students in engineering.

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Abstract

Creative thinking in design is a focus of PK-12 engineering education. It is important for future PK-12 teachers of engineering and STEM education to gain capability, confidence and motivation in creativity. Pre-service teachers at a primarily undergraduate college near Trenton, NJ are required to take the course, Creative Design, as an integral part of their degree sequence. Creative Design is a course that blends student from several majors across the college campus (e.g. Teaching, Engineering, Sociology, Business, Art) and asks them to create interdisciplinary teams. At the beginning of Fall 2016, students in three sections of the Creative Design course completed the Creative Self-Efficacy and Creative Role-Identity Scale (Karwowski et. al, 2012) pretest and a pair of Ideation activities to measure creative capacity (Mind-Mapping, 30 Circles Challenge). Throughout the semester, students used Design Thinking to engage in creative problem solving. Distinct design strategies were explored and applied by the students. These strategies were organized into three Design Thinking spaces; Inspiration, Ideation, and Implementation. At the end of the course, students completed the Creative Self-Efficacy and Creative Role-Identity Scale posttest and the same pair of ideation activities.

Huffman, T. J., & Figueroa, M. A. (2017, June), Board # 95 : The Effects of Design Thinking Methods on Pre-service PK-12 Engineering and STEM Teacher Capabilities, Confidence, and Motivation in Creativity (Work in Progress) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27962

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