Enhancing STEM Education Through Design Thinking and Iterative Improvement in Students’ Research Projects
5
Issued Date
2026-01-01
Resource Type
eISSN
24684368
Scopus ID
2-s2.0-105032683779
Journal Title
European Journal of Stem Education
Volume
11
Issue
1
Start Page
1
End Page
17
Rights Holder(s)
SCOPUS
Bibliographic Citation
European Journal of Stem Education Vol.11 No.1 (2026) , 1-17
Suggested Citation
Suriyabutr A., Yasri P., Chenprakhon P. Enhancing STEM Education Through Design Thinking and Iterative Improvement in Students’ Research Projects. European Journal of Stem Education Vol.11 No.1 (2026) , 1-17. 17. doi:10.20897/ejsteme/17872 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/115783
Title
Enhancing STEM Education Through Design Thinking and Iterative Improvement in Students’ Research Projects
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Author's Affiliation
Corresponding Author(s)
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Abstract
STEM projects are integral to STEM education, fostering critical thinking, problem-solving, and creativity. However, students often struggle with topic selection, methodology, and iterative improvement. This study investigates the integration of Design Thinking (DT) into a year-long STEM project course in a Thai high school, examining how iterative loops impact project originality and feasibility. Using a qualitative approach, data were collected through proposals, progression reports, final reports, and presentations, all of which were analysed using originality and feasibility rubrics. Results revealed that students who engaged in iterative DT processes produced more innovative and practical solutions, while those with minimal iteration faced challenges in originality and feasibility. The findings highlight the importance of structured iteration and feedback in STEM education, providing insights for educators to optimize project-based learning and support effective students in STEM projects.