‘Design Thinking: Dryness, isn’t it?’
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I decided to tackle the following topic: ‘Design Thinking: Dryness, isn’t it?’ because it is a very current problem, which affects us on a daily basis and is very relevant for students who can evaluate it through practice and theory every day.
I am a teacher of French and Spanish at the adolescent age, so I don’t deal much with science. But with the STEAM approach, I have learned that science and its data can be brought into any field.
It is very beneficial for students to use, for example, data science through technology, and to see how some data they have been collecting on a daily basis has evolved or worsened (for example: how many litres of rainwater have been collected in the month of January).
What data practices can we design to make progress in solving this problem? This is a very good question to learn and teach students. This way they can work with a tablet or computer to create data science.
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