ERIC Number: EJ1262622
Record Type: Journal
Publication Date: 2020
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1918-5979
EISSN: N/A
Teaching and Learning Design Thinking (DT): How Do Educators See DT Fitting into the Classroom?
Hennessey, Eden; Mueller, Julie
Canadian Journal of Education, v43 n2 p499-521 2020
As a problem-solving approach, design thinking (DT) emphasizes iterative, user-focused designing. While DT is being readily adopted into education, little is known about how educators integrate DT across curricula. To address this question, we collaborated with a tech-ed industry partner and a focus group of experienced educators to assess curriculum content developed using a DT framework. Results showed that educators expressed positive impressions of the DT framework and lesson plans, but also identified potential challenges to integrating DT into classrooms (e.g., assessing skills and attitudes related to DT). Findings suggest that DT-based learning aligns with a shift from project-based instruction to experiential learning aimed at achieving global competencies.
Descriptors: Design, Thinking Skills, Teaching Methods, Student Projects, Active Learning, Problem Solving, Experienced Teachers, Curriculum Evaluation, Guidelines, Teacher Attitudes, Lesson Plans, Barriers, Alignment (Education), Experiential Learning, Global Approach, School Business Relationship, Creativity, Computer Software, Robotics, Computer Peripherals, College Faculty, Familiarity, Technological Literacy
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A