Developing Human Character through STEM Planning and Design Learning (PaDL)
Framework
Dominador D. Mangao, Suhaidah Tahir and Mariam Othman
SEAMEO RECSAM, Penang, Malaysia
Summary
RECSAM as the lead SEAMEO Centre pursued on the development and publication of Common Core
Regional Learning Standards (CCRLS) in Mathematics and Science in 2017 which presents standards forwhat every learner should know, be able to do and value in mathematics and science and in support to thegoal of regional integration for an ASEAN Community. The CCRLS in Mathematics and Science envisions
to developing basic human characters, creative human capital and well qualified citizens for a harmonious
ASEAN society. SEAMEO RECSAM has long recognized and taken cognizance of the impact of STEM
education in the national curriculum of SEAMEO Member Countries. Thus RECSAM attempted to develop
a model or framework from which STEM educators could refer as they plan and implement STEM lessons.
This paper describes the STEM Planning and Design Learning (PaDL) framework which highlights thedevelopment of the human empathy as one of the important stages in the Design Learning Process forstudents in addition to other stages of developing design ideas, prototyping/modeling and proposing
solution.

Keywords: human character, values, empathy, learning standards, STEM, lesson planning

Introduction

In this era of automated world, majority of the countries are adopting Industrial Revolution (IR)4.0 with the usage of innovations (i.e. IoT, big data, robotics and AI) to facilitate human tasks.
This ‘new’ culture sometimes makes people strictly depend on smart gadgets and applications thatseem to make humans as ‘slaves’ or followers. Therefore, challenges faced by IR 4.0 should bebalanced with Society 5.0 that asserts that society should be the centre that “… balances economic
advancement with the resolution of social problems by a system that highly integrates cyberspaceand physical space” (Cabinet Office, 2020). Society 5.0 originated from Japan is the country’s
way forward in overcoming future challenges created by IR 4.0. Nevertheless, this policy can beapplicable to other countries in achieving economic development as well in solving social
problems. One of the main concerns with rapid industrial and economic development is theeroding of the values of human characters. One of the solutions is through education and apparently
in STEM related subjects. The challenge is in developing a learning framework that would involve
students to develop human character values in learning science and mathematics and STEM ingeneral.

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Character Education Overview“Great learning and superior abilities will be of little value . . . unless virtue, truth and integrity
are added to them.”- Abigail Adams
The above quote captures the essence and true meaning and value of human character. Charactermeans different things to different people. The English work ‘character’ is derived from the Greek
character, which originally refereed to a mark impressed upon a coin. Generally ‘character’ meana distinctive mark by which one thing is distinguished with others and primarily mean theassemblage of qualities that distinguish one individual from another (Homiak, 2007). Kevin Ryan
and Karen Bohlin (1999) define people of good character as individuals who know the good, lovethe good and do the good. A person’s ‘character’ refers to the disposition and habits that determine
the way that a person normally responds to desires, fears, challenges, opportunities, failures andsuccess (Pala, 2011). A person’s character is the sum of all the qualities that make who you are. It
is your values, your thoughts, your words, your actions (Singla, 2009).

The Benefits of Character Education
Character education includes a broad range of concepts such as positive school culture, moral
education, just communities, caring school communities, social-emotional learning, positive youth
development, civic education and service learning. All of these approaches promote the intellectual,social, emotional, and ethical development of young people and share a commitment to help young
people become responsible, caring, and contributing citizens. Educating the mind and promoting
ethical values that lead to success for both individuals and society (Pala, 2011).
In the US, the Character Education Partnership (2010) describes character education as a “national
movement creating schools that foster ethical, responsible and caring young people by modelling
and teaching good character through emphasis on universal values. It is the intentional, proactive
effort by schools, districts and states to instill in their students important core ethical values suchas caring, honesty, fairness, responsibility and respect for self and others. It provides long-term
solutions that address moral, ethical and academic issues of growing concern to our society andkey safety of our schools.”
The 11 Principles of Effective Character Education (2010) has listed the benefits of quality
character education as follows:• Helps students to develop important human qualities such as justice, diligence,compassion, respect, and courage, and to understand why it is important to live by them;• Promotes character development through the exploration of ethical issues across thecurriculum;• Teaches how to solve conflicts fairly, creating safer schools that are freer of intimidation,
hear and violence , and are more conducive to learning;• It not only cultivates minds, it nurtures hearts;

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•
•

Teaches adults and students to understand, engage in, care about, and act on core ethicalvalues such as respect, justice, citizenship, fairness, and responsibility for self and othersin school and as part of a larger community; andDevelops a positive and moral climate by engaging the participation of students, teachersand staff, parents and communities.

Teaching and Learning Human Characters in Science and Mathematics
At present, science teachers or educators are experiencing huge challenges with education reforms,
accelerated technological advancement and globalization which contributes to the complexities inemphasizing moral values through teaching and learning (Chowdurhy, 2016).
According to Siahaan (2019), mathematics teachers did not inculcate human character values
during teaching and learning process but focusing delivering the lesson materials and on problem
solving. Nevertheless, he found that mathematics learning and character learning were taught ina separate manner. In this case, mathematics is taught directly as a subject while human character
values are instilled indirectly based on the teacher’s treatment to students’ different ability levels
Despite the challenges stated, Huda, Ekowati and Husamah (2014) claimed that students’ values
can be developed through learning mathematics and natural sciences because of the subjects’closely related to facts and nature.
In general perception, science and mathematics are considered as cognitive dimension rarely
integrated with affective dimension. Bishop in Seah (2008) states that most mathematics teachers
did not consider teaching mathematics were incorporated in teaching values. This “value-free”
teaching and learning mathematics perception is quite worrisome. If mathematics are treated ascold hard facts and figures subject, the impact will be on students’ impression on the subject per
se. This is again the irony of teachers to be a role model on values (Seah, 2008) but it does notseem to appear in mathematics classroom.

The SEAMEO Basic Education Standards Common Core Regional Learning Standards
SEAMEO education priority areas include development and enhancement of 21 st century skills
comprising of character education, entrepreneurship education, information and communications
technology, language and literacy, numeracy, and scientific and technological literacy in alllearners. Thus, SEAMEO RECSAM, with its mandate to promote science and mathematics
education in the Southeast Asian region, led one of the 12 initiatives under the Golden SEAMEO
and reflected in the SEAMEO Strategic Plan 2011-2020, known as SEAMEO Basic Education
Standards (SEA-BES).
Under the new SEAMEO Education Agenda (2015-2035), SEA-BES project is re-aligned into
Priority Area #7 “Adopting a 21st Century Curriculum” which states ”to pursue a radical reform
through systematic analysis of knowledge, skills, and values needed to effectively respond tochanging global contexts, particularly to the ever-increasing complexity of the Southeast Asian3

economic, socio-cultural and political environment, developing teacher imbued with ASEAN
ideals in building ASEAN Community within 20 years.”
The SEAMEO Basic Education Standards Common Core Regional Learning Standards (SEA-BES
CCRLS) is a regional curriculum project which present common, shared and agreed upon
standards for what every learner should know, be able to do and value in mathematics and science.
Basically, the aim of the SEA-BES CCRLS in Mathematics and Science is “to provide world-classlearning standards in Science and Mathematics, including 21st century skills that can be used as
benchmarks in SEAMEO Member Countries to ensure all students have access to fundamental
knowledge, skills and values in order to be socially responsible, globally competitive andsustainable.” The SEA-BES CCRLS in Mathematics and Science was finally published in 2017.
Development of Human Character as Reflected in the Frameworks for CCRLS in
Mathematics and Science
The aims of Mathematics in CCRLS are to: (a) develop mathematical values, attitudes and habitsof mind for human character; (b) develop mathematical thinking and enable to produce appropriate
process; and (c) acquire proficiency in mathematics content and apply mathematics in appropriate
situations. Eventually, the aims would lead to the development of basic human characters, creative
human capital, and well qualified citizens in Southeast Asia for a harmonious society throughmathematics (Mangao, D.D., Ahmad, N.J. & Isoda, M. , 2017)
Mathematical Values, Attitude and Habits for Human Character
The mathematical values, attitudes and habits for human character component of the framework
for CCRLS in Mathematics together mathematical thinking and processes and contents are shownin Figure 1. These are further categorised into mathematical values (seeking), mathematical
attitude (attempting to), and mathematical habits of mind (for of mind are developed andinculcated through the learning of the content knowledge as seen in Figure 1.
Mathematics values include generality and expandability, reasonableness and harmony, usefulness
and efficiency, simplicity and beauty. Mathematical attitude includes seeing and thinking
mathematically, posing questions and developing explanations, generalization and extension, andappreciation of others’ ideas. Finally, mathematical habits of mind includes reasonable and criticalwhile respecting and appreciating other’s ideas, autonomous and social, creative, innovative andharmonious to develop citizenship, judicious in using tools, and empowerment in predicting thefuture. Mathematics as a subject fosters challenge and competitiveness, appreciation for others,
develop mindset for lifelong learning, personal development and social mobility.

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Mathematical Values, Attitudes and Habits for Human Character
Mathematical Values:
Seeking ➢ Generality andexpandability➢ Reasonableness andharmony➢ Usefulness andefficiency➢ Simpler and easier➢ Beautifulness

Mathematical Attitude
Attempting to ➢ See and think mathematically➢ Pose questions and develop
explanations➢ Generalize and extend➢ Appreciate others’ ideas andchange representations formeaningful elaborations

Mathematical Habits of Mind
For living ➢ Reasonably and critically while
respecting and appreciating others➢ Autonomously and socially➢ Creatively, innovatively andharmoniously to develop citizenship➢ Judiciously in using various tools➢ With empowerment in predicting thefuture through lifelong learning

Mathematical Thinking and Processes
Mathematical Ideas:
Set, Unit, Comparison,
Operation, Algorithm,
Fundamental principles,
Permanence of form,
various representations andTranslations.

Mathematical Thinking:➢ Generalisation and specialization➢ Extension and integration➢ Inductive, analogical and deductive
reasoning➢ Abstracting, concretizing and embodiment➢ Objectifying by representation andsymbolising➢ Relational and functional thinking➢ Thinking forward and backward

Mathematical Activities:➢ Problem solving➢ Exploration and inquiry➢ Mathematical modeling➢ Conjecturing, justifying andproving➢ Conceptualisation andproceduralisation➢ Representation and sharing

Contents
Key Stage 1➢ Numbers & Operations➢ Quantity & Measurement➢ Shapes, Figures and Solids➢ Pattern & Data
Representations

Key Stage 2➢ Extension of Numbers andOperations➢ Measurement & Relations➢ Plane Figures & Space Solids➢ Data Handling & Graphs

Key Stage 3➢ Numbers & Algebra➢ Relations & Functions➢ Space & Geometry➢ Statistics & Probability

Figure 1. CCRLS Framework for Mathematics
Correspondingly, the aims of Science in CCRLS are to: (a) develop scientific literacy whereby
scientific knowledge acquired through the processes of science with technology as an enabler isapplied in daily lives and used to acquire new knowledge; (b) instill the ability to carry out
scientific inquiry to understand the world around us; (c) demonstrate the understanding of thenature of science in the process of carrying out scientific investigation; (d) develop scientific skills
through hands-on and minds-on experiences; (e) develop understanding of the interrelationship ofscience with society, environment, technology, engineering and mathematics; (f) demonstrate
ethical behaviour, scientific attitudes and values when undertaking scientific thinking andprocesses; and (g) demonstrate the ability to use the acquired scientific thinking and processes inmaking informed decision, and debating scientific and social-cultural issues.
5The framework of CCLRS in Science as shown in Figure 2 covers the major aspects of science,as well as the social and technological implications of science while Table 1 shows thecomponents of the framework.
ETHICS, VALUES AND
ATTITUDESSCIENTIFIC SKILLS, PROCESSES& THINKINGCONTENT

Figure 2. CCRLS in Science Framework
Table 1
Components of CCRLS Science Framework
Content

Scientific Skills, Processes andThinking
Science Skills and Process

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Values and Attitudes

•
•
•
•
•
•

Scientific Inquiry
Life and the
Living World
Material World
Energy andChangeEarth and Space
Science,Engineering, andTechnology for
Sustainable
Society

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

Questioning
Observing
Classifying
Measuring
Hypothesizing
Predicting
Inferring
Explaining
Communicating
Evaluating
Identifying andcontrolling variables
Formulating and testing
hypothesis
Defining operationallyInterpreting data
Planning and carrying
investigations

Thinking• critical and creative
thinking• reasoning• problem solving• decision making• applying and creating• generating solutions• safe use of equipment• ICT skills• Collaboration skills• Caring for the living
and non-living environment• Social awareness• Sustainability• Responsibility• Truth• Interdependence• Integrity• Perseverance• Self-discipline• Self-esteem• Empathy• Appreciation• Trust• Critical reflection• Inventiveness• Tolerance• Uncertainty• Belief and interest• Curiosity• Honesty• Objectivity• Open-mindedness• Respect for evidenceContext as the Link to the Three Components of the Framework
The three components of the framework for CCRLS in Mathematics and CCRLS in Science shownin Figures 1 and 2 and Table 1 are embedded in every key stage (i.e. Key Stage 1 – Grades 1 toGrade 3; Key Stage 2 – Grades 4 to Grade 6; and Key Stage 3 – Grades 7 to Grade 9) as standards
for the content of teaching.
In summary, Human Character as an important component of the framework for CCRLS in
Mathematics and CCRLS in Science are reflected as “Mathematical values, attitudes and habits
for human character” and “Values, and attitudes”, respectively. This Human character component
together with Mathematical thinking and processes for Mathematics and Scientific skills,
processes and thinking component for Science is interwoven by the content component. The twocomponents cannot exist without “Content” component. The first two components can be taught
through teaching with the content.

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Empathy and STEM Education
According to Cambridge Dictionary (2020), empathy means “ … the ability to share someone
else's feelings or experiences by imagining what it would be like to be in that person's situation”
while the New Oxford American Dictionary Online 2011 defines it as "understanding and sharing
the feelings of another." By understanding others’ feelings, one can respond aptly to thesituation. This human character value is important in determining the decisions made based on
many aspects of life situations.
Empathy is the first of the five phases in Design Thinking model proposed by Hasso-Plattner
Institute of Design at Stanford, which is also known as d.school. By engaging empathy, students
will learn the process of solving issues through observing and listening.

What is empathy and why is it important for STEM education?
Scientists and engineers are often perceived as lacking interpersonal skills, and these beliefs canalienate particular students from engaging in or identifying with STEM-related fields (Cheryan etal. 2013). Engaging students in empathy can make STEM learning more meaningful because
students can see the impact of STEM in their lives and the lives of others. The content becomesrelevant and important to students and their communities. By making STEM content relevant,students will be able to see themselves as potential contributing members of the STEM community.
Taking a more interpersonal and empathy-based approach to STEM learning can also broaden our
visions of what it means to be a "STEM person." Such work aligns with research that emphasizes
the need for teachers to make instruction culturally relevant and accessible to all students (LadsonBillings 1995).
STEM Curriculum Design: Planning and Design Learning (PaDL) Framework
SEAMEO RECSAM and Faculty of Education, Monash University are currently undertaking thedevelopment of curriculum design called the “Planning and Design Learning (PaDL)” Framework
to illustrate the workings of STEM as a pedagogical approach. The PaDL is comprised of Design
Planning Model for Teachers and Design Learning Process for Students (Kidman and Mangao,2019).
The PaDL Framework was developed from the analysis of 14 commonly used Western planningmodels and learning design combined with the experiences, knowledge, skills and values of theASEAN educators who attended the workshop. Among the teacher planning models reviewed andcompared were: Teaching with technology; TPACK model; Polya’s problem solving; Conceptualmodel for teaching arithmetic problem solving; Team initiated problem solving slide 5; Conceptual
framework of the math problem-solving process; Science and Engineering practices; Science in
Early Childhood Classrooms: Content and Process; The difference between Science andEngineering; and Writing Lab reports: Overview. For the Design Learning Process for Students,
models reviewed and compared included: NGSS Engineering Design Process; What is design
thinking?; Design Cycle; and Getting to grips with design Thinking. The participants were briefed8to consider a number of principles in the development of the framework which include: focus on
the student’s, not the curriculum; teacher’s vision, focus, objectives, students’ needs; resources
available and confidence in developing the learning tasks.

What is Planning for teaching and Design learning process for students?
In this step you incorporate your ideas about creating enthusiasm, a real-world problem or issue
for students, connection to the curriculum, and plan the sequence of learning activities, scaffolding,resources, and assessment. The sequence of learning activities will lead students through the
Design learning process (empathising, …, proposing solution). Get students to consider issues like
ethical use of knowledge, implications and consequences of solutions, how to work cooperatively
in groups, how to conduct inquiry and develop other 21st Century Skills.

Integrating Human Character of Empathy into the Design Learning Process for Students

The Design Learning Process for Students as shown in Figure 3 is comprised of four mainstages, namely; (1) empathizing, (2) developing design ideas, (3) prototyping/modeling, and (4)proposing solution.

Figure 3. The Design learning process for students
9Why students use the Design learning processThis Design learning process model for learning is a particular pedagogical approach which willdevelop students’ collaborative, problem solving, 21st Century skills, while learning and applying
their disciplinary knowledge and skills.
What is Empathising“Empathy is seeing with the eyes of another, listening with the ears of another and feeling withthe heart of another.” – Alfred Adler
The empathy stage of the student design process is about you developing a human- centred viewof problem solving. Observe other people, examining their context and listening to their needs andrequirements. This will help the student become more deeply empathic and understanding. A great
project demands a rich empathy experience.
Why include empathy
The empathy stage puts other people at the start and heart of any planning activity or research
project. This human-centred approach ensures that the design and proposed solution is anchoredin the real-world. It will help the students make the right decisions and avoid design failure whensolving problems. Do not guess what other people need without first listening to them. A lack of
empathy will contribute to design failure. Without empathy, there is no solution.
Humans and communities have various degrees of willingness to adopt particular solutions toproblems, which can act as potential design constraints. Engaging in empathy encourages students
to examine these constraints from multiple perspectives and to ask questions to refine ideas andsolutions to better address these constraints. Insights gained from engaging in empathy can also
support students to better identify and define a problem statement that addresses the needs ofparticular communities.
Transition: Empathising to Developing Design Ideas
In this step, you brainstorm many different ideas, based on the problem, issue and needs found in
the previous step. Go wild with different ideas! Write or draw them out. Link different things
together to create new ideas. Ideas will push you to the next step of prototyping and modelling.
Use your social awareness and ethical use of knowledge. You need to think creatively and generate
the widest possible range of ideas from which you can choose from (this is called divergent
thinking). You will start to narrow down your options to find the best solution in the next step,
through testing your prototypes or models (convergent thinking).
How to develop design ideas
Combine your understanding and knowledge in different subjects (Mathematics, Science,
Technology) to new thinking about how to solve the problem or issue. Use your conscious andunconscious mind, logical thinking, computational thinking, and imagination. Building things(prototyping) can be a way to help you come up with new ideas. Other ways: Brainstorm,
MindMap, Role-Play, Draw.
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Transition: Developing Design Ideas; Prototyping / Modelling
The modelling stage of the student design process is about the construction of a unique model thatsolves a real-world problem. Your final model or prototype is a representation of a proposedsolution. It should clearly illustrate what the solution could look like, how it works or how it could
be used. A model does not need to be the same size or even made of the same materials as the
proposed solution. There are many different tools and techniques for this stage; from ideation andtesting to hands-on construction. They all require you to plan using your mind, look with youreyes, build with your hands and listen to everybody else’s ideas and questions. The final model
you design and build is a display of your imagination, creativity and playful tinkering.
A great project demands a curious disposition, a compelling modelling experience and aninteresting prototype or final model that can be designed, built then shared with others. To do this,
you all need to generate and build upon ideas from your imaginations and personal experiences.
Your model can represent the behaviour of a solution, or test the solution in different ways. It issomething that you can showcase and learn about. It is something to share and build from. The
modelling process rapidly moves from an initial paper design towards a working solution, physical
3D model or prototype, with idea checking along the way.
Moving from idea generation to hands-on action and construction, requires mental activity that
constructs new knowledge and objects. To do this, you must collaborate in groups and draw yourplans, communicate with others to explore alternative ideas and build new knowledge.
Transition: Prototyping/ Modelling; Proposing Solution
In this step you get feedback, evaluate your prototype or model, consider the consequences, andcome up with your groups’ solution to solve the problem. You need to finalise your prototype ormodel into a model that is realistic and as good as possible given the time frame and resources.
You must also decide how to present your solution to your audience, to convince them that yoursolution is the best possible.
To connect your model/ prototype back to the context or problem, and check if it is a good solution.
To communicate your model/ prototype to other stakeholders. To reflect on the entire design
process and make improvements.
In proposing a solution, think of the different components of your prototype/ model – how can you
improve them based on the context?
Evaluate - Does your prototype/ model solve the problem? What are the consequences of the model
when it is used?
Communicate – How can you use words, diagrams, graphs and other media to present yoursolution to convince others?
Iteration and making the process your own
This process can go in many cycles and sometimes you have to go back to the previous step oreven back to the first step, in order to go forward. This process is only a suggestion and, in the end,11

you have to make the process your own and adapt it to your style and your work. It is about yourway of thinking and working.

Summary
The SEA-BES CCRLS project is used as benchmarks in curriculum development among
SEAMEO Member Countries to ensure all students have access to fundamental knowledge, skills
and values, including 21st century skills in science and mathematics in order to be socially
responsible, globally competitive and sustainable. The CCRLS in Mathematics and Science areutilised in the development of an integrated, interdisciplinary and multidisciplinary STEM lesson
sequences which integrate human character development and global citizenship. Major problems
and issues such as energy, climate change impacts, diseases, natural disasters, violence, pollution,
environmental degradation and natural resource depletion become the centrepiece of these STEM
lessons to realise human character development, SDGs and targets. Moreover, the concept ofglobal thinking, global perspectives and global citizenship will be integrated in future curriculum
development projects to ensure that the new Agenda for Sustainable Development is realized andthe lives of all humanity will be improved and our world will be transformed for the better towards
a more resilient and sustainable planet Earth.
Conclusion
In conclusion, since Education 4.0 is introduced to align with the progress in IR 4.0, now education
has to keep up with achieving Society 5.0. Ideally, there should be a balance in technology andsaving the human values as human who created the technology naturally would realize that actuallyhuman values help the society and the world work in harmony. Aligning with the rapid changes
in industry, education should be the frontrunner in making the changes to suit the Society 5.0, in
this particular case within the aspects of teaching mathematics and science or in STEM education.
Therefore, a comprehensive framework for teaching STEM incorporating human character should
be developed to assist teacher and educators alike in inculcating the human character such as
empathy (in this case) in teaching and learning. According to Sun (2017), engaging empathy instudents make STEM lessons more meaningful because it affects them and their surroundings.
Furthermore, producing students with empathy will create a matured generation with the ability toresolve issues with practical solutions for various conditions. Hence, in achieving Society 5.0, thishuman-centred society also contributes to the attainment of Sustainable Development Goals (SDGs)
established by the United Nations.

12References
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