STEAM Education: Why Learn Design Thinking?
This chapter will discuss effects of using the design thinking approach when developing STEAM curriculum. The interesting perspective in this context is the synergies coming from the design thinking cycle (Brown, 2008) as it addresses directly the art and design in the STEAM context. The strength of the design thinking approach is the possibility to tackle complex and ill-defined problems (Brown & Wyatt, 2010), ranging from business to ecological and social context (Stolterman, 2008). The problems of this type are usually named wicked, as they have no definitive solution (Buchanan, 1992).
The authors gratefully acknowledge the support of the University of Oslo Library.
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