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This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors' design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionalsto consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings.
List of contents
Chapter 1 Design Thinking and Education.- Chapter 2 Critical Perspectives on Design & Design Thinking.- Chapter 3 Design Thinking and 21st Century Skills.- Chapter 4 Design Thinking and Children.- Chapter 5 Design Thinking and Pre-service Teachers.- Chapter 6 Design Thinking and In-service Teachers.- Chapter 7 Developing and Evaluating Design Thinking.- Chapter 8 Conclusion.
Summary
This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors’ design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionalsto consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings.
Additional text
“The authors clearly define the aims of the text as being to further the debate amongst teachers, teacher educators and educational researchers on the theoretical development of design thinking within the context of educational settings. … a book that would hold appeal for all of those with an interest in design thinking in an educational context, irrespective of their position; educational researcher. pre-service teacher, in-service teacher or teacher educator. … I recommend this text as essential reading … .” (David Wooff, Design and Technology Education, Vol. 21 (3), 2016)
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"The authors clearly define the aims of the text as being to further the debate amongst teachers, teacher educators and educational researchers on the theoretical development of design thinking within the context of educational settings. ... a book that would hold appeal for all of those with an interest in design thinking in an educational context, irrespective of their position; educational researcher. pre-service teacher, in-service teacher or teacher educator. ... I recommend this text as essential reading ... ." (David Wooff, Design and Technology Education, Vol. 21 (3), 2016)
