Design Thinking Gives STEAM to Teaching: A Framework That Breaks Disciplinary Boundaries

Danah Henriksen, Rohit Mehta, Swati Mehta

Research output: Chapter in Book/Report/Conference proceedingChapter

16 Scopus citations


In this chapter, we present a multi-threaded argument to suggest how design thinking can be an excellent framework for developing STEAM education. We note that STEAM is broader than mere arts integration in STEM. It reflects a view of education that is more creative, real-world-driven, and problem- or project-based in nature. To develop learning content and experiences that offer creative, authentic, real-world, and problem- or project-driven focus, teachers need more than an argument—they need a guiding framework. We suggest that design and design thinking are natural areas of interconnection with STEAM, both for learners and teachers. These ideas can be used to frame STEAM-based experiences that are more open, creative, project-based, and real-world-driven. Here, we discuss the nature of the connections between design and STEAM and focus on how teachers can use design thinking practices to help them redesign curriculum to transition from STEM to STEAM.

Original languageEnglish (US)
Title of host publicationSTEAM Education
Subtitle of host publicationTheory and Practice
PublisherSpringer International Publishing
Number of pages22
ISBN (Electronic)9783030040031
ISBN (Print)9783030040024
StatePublished - Jan 1 2019

ASJC Scopus subject areas

  • Social Sciences(all)


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