This article suggests the value in a broad view of STEAM beyond arts-integration, as well as the potential of design thinking for STEAM. Despite much interest in STEAM it is often challenging for many teachers to integrate into their teaching of school subject matter. I suggest that as an interdisciplinary crossroads, design thinking provides a natural bridge between the arts, sciences, and other subjects. In this it can offer guiding flexible structure and in-road for teachers to design STEAM-based lessons, and to incorporate as an integrated aspect of students’ STEAM learning. I discuss an example of an elementary Spanish teacher, who, as a student in a graduate-level design thinking and education course, used design thinking to design an interdisciplinary STEAM project for her students. This example illustrates how design thinking can guide teachers’ STEAM curriculum design, and be interwoven into elements of STEAM curricula, to open up more interdisciplinary, creative and project-based opportunities.
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"Creating STEAM with Design Thinking: Beyond STEM and Arts Integration,"
The STEAM Journal:
1, Article 11.
Available at: http://scholarship.claremont.edu/steam/vol3/iss1/11