Design Thinking for Education (eBook)

Preface 6
Acknowledgements 8
Contents 10
Chapter 1: Design Thinking and Education 14
1.1 Introduction 14
1.2 Design and Design Thinking 15
1.3 Situating Design Thinking in a Provisional Conceptual Framework 17
1.4 Education: The Old Design and Its Problems 19
1.5 Education: The New Design 22
1.6 Conclusion 25
References 26
Chapter 2: Critical Perspectives on Design and Design Thinking 29
2.1 Introduction 29
2.2 Three Major Theorists of Design 30
2.2.1 Herbert Simon 30
2.2.2 Donald Schön 33
2.2.3 Nigel Cross 35
2.3 Design: History, Culture, and Ethics 38
References 43
Chapter 3: Design Thinking and 21st Century Skills 44
3.1 Introduction 44
3.2 The Dimensions of 21st Century Learning 45
3.2.1 The Organization for Economic Cooperation and Development´s Key Competencies for Education 45
3.2.2 The Assessment and Teaching of 21st Century Skills 46
3.2.3 EnGauge 21st Century Skills 46
3.2.4 The Partnership for 21st Century Learning 47
3.3 21st Century Learning Through Student Engagement in Design Thinking 48
3.3.1 Episodes for Guiding Design Thinking 49
3.3.2 Artifact Design as the Nexus 51
3.4 Teachers´ TPACK for 21st Century Learning 52
3.4.1 TPACK-21CL 52
3.4.2 TPACK-21CL as Design Knowledge 53
3.4.3 Understanding Teachers´ Design Thinking During Lesson Design 54
3.5 21st Century Learning Through Design Thinking 55
References 55
Chapter 4: Design Thinking and Children 58
4.1 Introduction 58
4.2 Literature Review 59
4.2.1 Designing Digital Artifacts with Programming 59
4.2.2 Learning Science by Design 61
4.2.3 Design and Technology Studies 63
4.2.4 Theory-Building as Human Design 64
4.3 Case Study 66
4.3.1 Participants and Background 66
4.3.2 Intervention 66
4.3.3 Data Collection 67
4.3.4 Instrument 67
4.3.5 Data Analysis 69
4.4 Findings 69
4.4.1 Emerging Themes of Students´ Perception of Their Learning 70
4.5 Discussion and Conclusion 73
References 75
Chapter 5: Design Thinking and Preservice Teachers 78
5.1 Introduction 78
5.2 Literature Review 78
5.2.1 Design Thinking and Teacher Education 78
5.2.2 A Knowledge-Building Approach to Facilitating Design-Thinking Capacity 80
5.2.3 Two Case Studies 82
5.3 Method 82
5.3.1 Study 1: Preservice Teachers Designing Technological Products Through Knowledge Building 82
5.3.1.1 Participants and Context 82
5.3.1.2 Data Source and Analysis 84
Analysis of Online Interactions and Idea Development 84
Analysis of Technological Products 85
5.3.2 Study 2: Preservice Teachers Designing a Lesson Plan Through Knowledge Building 85
5.3.2.1 Participants and Context 85
5.3.2.2 Data Source and Analysis 86
Analysis of the Quality and Types of Ideas 86
Analysis of Design Focus 87
Analysis of the Two Videotaped Teaching Practices 88
5.4 Results 89
5.4.1 Study 1 89
5.4.1.1 Online Interaction and Idea Development Activities 89
5.4.1.2 Working Creatively with Design Ideas and Designed Artifacts 90
5.4.2 Study 2 92
5.4.2.1 Analysis of the Quality and Types of Teaching Ideas 92
5.4.2.2 Change in Students´ Design Focus and Teaching Performance 93
5.5 Discussion (Potentials and Challenges) 95
References 95
Chapter 6: Design Thinking and In-Service Teachers 98
6.1 Introduction 98
6.2 Design Framing 99
6.3 Teachers´ Design Framing 100
6.3.1 Process-Based Perspective 100
6.3.2 Knowledge-Based Perspective 101
6.3.3 Contextual Perspective 101
6.4 The Case 102
6.4.1 Context 102
6.4.2 Data Collection and Analysis 103
6.4.3 Teachers Designing Independently 104
6.4.4 Teachers Codesigning with Researchers 108
6.5 Pedagogical Transformation Through Design Framing 114
References 116
Chapter 7: Developing and Evaluating Design Thinking 119
7.1 Introduction 119
7.2 Development in Design Thinking 119
7.2.1 Design Practices of Expert and Novice Designers 120
7.2.2 Design Dispositions of Expert and Novice Designers 121
7.3 Methods for Developing Design Thinking 121
7.3.1 Designing Learners´ Design Experience 122
7.3.2 Developing Understanding of Design Thinking 123
7.3.3 Developing Design Dispositions 124
7.4 Evaluating Design Thinking 124
7.4.1 Perceptions of Design 125
7.4.2 Design Process 126
7.4.3 Design Outcomes 127
7.5 Issues and Challenges 128
References 129
Chapter 8: Conclusion 131
8.1 What Is Design Thinking in Education? 131
8.2 Uses of Design Thinking in Education 132
8.2.1 For Students 132
8.2.2 For Teachers 132
8.3 Challenges with Applying Design Thinking 133
8.3.1 Curriculum Fit 133
8.3.2 Scaffolding Design Work 133
8.3.3 Engaging in Design Talk 134
8.4 Future Directions 134
8.4.1 Develop Linkages Between Design Thinking and Curriculum 134
8.4.2 Conduct Research About Design Scaffolding 134
8.4.3 Develop Tools for Scaffolding Design 135
8.4.4 Study Patterns of Design Talk 135
8.4.5 Conduct Multi-prong Design Evaluation 136
8.4.6 Educators to Reflect on the Norms and Ethics of Design 136
References 137
Index 139