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<p>Student engagement is a crucial factor affecting the educational outcomes of primary education. However, students are reported low engagement in STEM education. Design thinking model has the potential to improve the effectiveness of STEM education. The present study aimed to improve learning engagement of primary students by implementing the design thinking model in STEM course. A quasi-experimental design was employed in the STEM course, involving 63 primary students divided into a group (<i>N</i> = 32) exposed to the design thinking model and a control group (<i>N</i> = 31) receiving experimental conventional instruction. The seven-week intervention used a student engagement scale to collect pre- and post-test data. Statistical analyses were performed using <i>t</i> tests and ANCOVA. The results showed that design thinking model was better than conventional instruction in student engagement in STEM. Notably, the study identified significant gender differences in engagement. The findings could offer insights for teachers and educators to integrate DT model into STEM courses and enhance student engagement in STEM.</p>

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Application of Design Thinking Model for the Improvement in Engagement Among Primary Students for STEM Courses

  • 期刊论文

  • 发表日期：

    2025年7月23日

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  • Wei He,
  • Yiyan Zheng,
  • Xingyu Zhang,
  • Linkun Liao,
  • Xiaoyong Hu

摘要

Student engagement is a crucial factor affecting the educational outcomes of primary education. However, students are reported low engagement in STEM education. Design thinking model has the potential to improve the effectiveness of STEM education. The present study aimed to improve learning engagement of primary students by implementing the design thinking model in STEM course. A quasi-experimental design was employed in the STEM course, involving 63 primary students divided into a group (N = 32) exposed to the design thinking model and a control group (N = 31) receiving experimental conventional instruction. The seven-week intervention used a student engagement scale to collect pre- and post-test data. Statistical analyses were performed using t tests and ANCOVA. The results showed that design thinking model was better than conventional instruction in student engagement in STEM. Notably, the study identified significant gender differences in engagement. The findings could offer insights for teachers and educators to integrate DT model into STEM courses and enhance student engagement in STEM.