Document Type

Article

Publication Date

2026

Publication Title

Innovations in Science Teacher Education

Volume

11

Issue

1

Pages

1-14

Abstract

Design thinking, a problem-solving approach, has been offered as a strategy to address the challenges of growing and complex teaching expectations. In this narrative, I describe an adapted model of design thinking that was implemented in a secondary STEM methods course for teacher candidates in a graduate program. A description of the key activities, including the fundamental role of empathizing, is shared. Design thinking, when implemented by teachers and teacher candidates, allows the teacher to design and improve a lesson or unit based on student feedback and engagement. This is especially important in today's rapidly evolving educational landscape, where educators must be adaptable and responsive to the diverse needs of their students. Empirical studies examining the use of this strategy are important for establishing further credibility to this approach.

Rights

© 2026 Association for Science Teacher Education. All Rights reserved.

Published in Innovations in Science Teacher Education (Innovations)

Included in accordance with publisher policy.

ORCID

0000-0001-8560-779X (Smith Mutegi)

Original Publication Citation

Smith-Mutegi, D. (2026). Integrating design thinking in a STEM methods course. Innovations in Science Teacher Education, 11(1), 1-14. https://innovations.theaste.org/index.php/iste/article/view/436

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