"It feels different when blindfolded": Developing social empathy through inclusive designs in STEM-Reference-Cited by-同舟云学术

"It feels different when blindfolded": Developing social empathy through inclusive designs in STEM

Published:2024 Issue:1 Volume:4 Page:20-34
ISSN:2767-1925
Container-title:STEM Education
language:
Short-container-title:steme

Author:

Teo Tang Wee¹,Tan Aik Ling¹,Choy Ban Heng²

Affiliation:

1. Natural Sciences & Science Education, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore; tangwee.teo@nie.edu.sg, aikling.tan@nie.edu.sg

2. Mathematics and Mathematics Education, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore; banheng.choy@nie.edu.sg

Abstract

<abstract> <p>Narratives about STEM (science, technology, engineering, and mathematics) education are strongly connected with conversations about developing learners' humanistic knowledge and their ability to listen with understanding and empathy. This is challenging because learners need to find resonance through first-hand contextual experiences with the issues at hand. In this paper, we describe and discuss an activity that was enacted to actively engage 74 teachers from Thailand in constructing a prototype cutting device for the blind to prepare food themselves. This activity underscores important considerations for inclusive design and offers affordances for teachers to develop their learners' inclusive mindsets. Findings were generated from voice recordings of reflections and written reflections collected after the activity. We highlight the importance of creating opportunities for learning to listen and resonate with others' experiences and argue that such STEM activities can offer a platform for learners to develop humanistic qualities such as social empathy.</p> </abstract>

Publisher

American Institute of Mathematical Sciences (AIMS)

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