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Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons

Abstract A reform movement in the United States has focused on STEM education and 21st century soft skills such as critical thinking, communication, collaboration, and creativity. This spotlight on STEM instruction provided an opportunity to explore how K-14 STEM teacher participants perceived a Design Thinking Instructional Problems (DTIP) approach to developing instructional lessons. The study used a convergent parallel mixed-methods design with a survey instrument and a multiple case study focused on K-14 in-service STEM teachers. Data were collected from teacher participants during two five-week summer Research Experience for Teachers (RET) programs as part of two separate National Science Foundation (NSF) funded Engineering Research Centers ... (more)
Created Date 2018
Contributor Elwood, Kristin (Author) / Savenye, Wilhelmina (Advisor) / Jordan, Michelle E (Committee member) / Henriksen, Danah (Committee member) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Subject Teacher education / Design Thinking / Instructional Lessons / Professional Development / RET Program / STEM Education / Teachers
Type Doctoral Dissertation
Extent 217 pages
Language English
Note Doctoral Dissertation Educational Technology 2018
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis