2025 Volume 57 Issue 1 Pages 41-48
This paper examines the practical significance of design thinking as a methodology for STEAM Education through a comparative analysis of educational practices in 2012 and 2024 in Korea, a country that is making advanced efforts in STEAM Education. First, there was a difference in the perception of “Art” as a subject related to STEAM Education between the “means” of art expression and the “essence” of the subject in terms of subject-specific views and ideas. Second, for children to learn in an inquiry-based manner in STEAM Education practice, it is necessary to design lessons based on the stages of learning in a reciprocal and integrated manner. Third, design thinking has a role as a driving force that facilitates “back-and-forth” between steps rather than having a role in each of those steps. Fourth, in the role played by design thinking, there is a shift from problem solving to problem posing, and this is where the subject-specific nature of “Art” is located.
