When the current generation of K-12 learners has the opportunity to improve global issues and quality of life, they are inspired to advocate for worthy and ethical causes. Thus, we consider moving beyond the perspective of STE(A)M education from a workforce and global economic focus towards empathy-oriented STE(A)M learning as a humanistic pursuit to generating equitable solutions. This position paper leverages the Design Thinking framework as a theoretical grounding in advocating for the use of empathy as a key intellectual component to learning within integrated K-12 STE(A)M instruction. The purpose of this position paper is to (1) provide an overview of the Design Thinking Framework and discuss how it centres empathy in STE(A)M instruction; (2) share existing literature on the use of empathy in STE(A)M education; (3) theorize and synthesize how the intentional incorporation of empathy in STE(A)M instruction might address needs in well-known STE(A)M instructional methods; and (4) propose and discuss future steps for integrating empathy into the field of STE(A)M education that can benefit K-12 students, particularly those historically excluded in STE(A)M.

This column presents ideas and techniques to enhance your science teaching. Incorporating the arts in a roller coaster engineering project.

The aim of this article is to provide a model, an example, and suggestions for establishing and fostering meaningful partnerships to construct authentic and relevant STEAM learning experiences for preservice teachers. In order to prepare elementary preservice teachers to implement the Next Generation Science Standards alongside the Common Core State Standards for Mathematics in ways that are situated in relevant contexts and involve students in authentic inquiry-based problem solving, it is essential that PSTs actually experience modeled points of integration in their teacher preparation programs. It is our hope that this article inspires other teacher educators to develop partnerships with their university, local K–5 schools, and their community in order to best engage preservice teachers in meaningful STEAM-related learning and teaching.