Creativity or Cooptation? Thinking Beyond Instrumentalism When Teaching Design Thinking

Zidulka, Amy; Mitchell, Ingrid Kajzer

doi:10.1177/1052562918799797

Cited by 11 publications

(11 citation statements)

References 35 publications

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“…In the discovery stage, the designer looks for the problem, discovers it, and understands it by putting him or herself in the place of the targeted user, imagining the user's impressions and feelings. In the explanation stage, the designer identifies the problem's precise details, its dimensions, and the targeted aims based on the notes and information collected in the first stage [28]. In the thinking stage, the designer generates as many ideas as possible to solve the problem, and improves the suggested solutions in the experimenting stage, examining the ideas and cooperating with others to obtain collaborator feedback/suggestions.…”

Section: A Design Thinking In Teaching and Learningmentioning

confidence: 99%

Design Thinking in Science Education: Enhancing Undergraduate Students' Motivation and Achievement in Learning Biology

Bawaneh¹,

Alnamshan²

2023

IJIET

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The purpose of this study was to investigate the effects of a design-thinking-based teaching method on optimizing students’ motivation and understanding of cell biology. This method is based on creativity and creating solutions and is primarily human focused. It involves a five-step process: discovery, explanation, thinking, experimenting, and developing. In this study, the researchers employed empathy in redesigning the content after each class based on student feedback and reflections. The sample included 92 female students: 50 in a design-thinking classroom and 42 in a conventional classroom. Three instruments were developed: a teachers’ guide, an achievement test, and a questionnaire on students’ motivation toward learning biology. Data were analyzed using the mean, standard deviation, an ANCOVA test, and size effect. The results showed that there were statistically significant differences in students’ increased motivation and achievement of biology in favor of the design-thinking classes. Although the results indicated that there was a statistically significant difference for teaching by the design-thinking method in improving students’ achievement according to students’ GPA, the results did not indicate a statistically significant difference in enhancing students’ motivation toward learning biology according to GPA. Therefore, instructors and curriculum developers should restructure the contents of their courses according to the design-thinking model to optimize students’ motivation and understanding of cell biology.

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Section: A Design Thinking In Teaching and Learningmentioning

confidence: 99%

Design Thinking in Science Education: Enhancing Undergraduate Students' Motivation and Achievement in Learning Biology

Bawaneh¹,

Alnamshan²

2023

IJIET

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“…The exercise presented in this article, referred to as Recasting the Door , is constructed to bring together key practices of design thinking, while making use of its intrinsic alignment with experiential learning approaches (Glen et al, 2014; Zidulka & Mitchell, 2018). I have run this exercise three times in an undergraduate course on Creativity and Organization Innovation.…”

Section: Instructions For Running the Exercise: Recasting The Doormentioning

confidence: 99%

Recasting the Door: An Applied Design Thinking Skill Building Exercise

Spivack

2019

Management Teaching Review

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Skills in creativity are needed to meet the needs of today’s organizations, and design thinking is a process that one can learn to become more creative. Yet the diminishing exposure to and pursuit of humanities courses, which have traditionally developed these skills, has put pressure on business schools to fill the gap. This experiential learning exercise, Recasting the Door, is directed toward undergraduate students and presents an opportunity for students to develop and practice design thinking and creative problem solving, especially when situated in a course on creativity or innovation. In this exercise, students work in teams to develop a creative art installation that physically transforms the instructor’s office door symbolically or metaphorically to serve a new purpose. Using an open-ended design brief, students use idea generation, idea evaluation, prototyping, and collaboration to develop a human-centered solution. Then they critique their own and other teams’ installations.

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“…That is, the foundation of concept to enhance innovative thinking for pre-service teachers. Innovative thinking can promote by collaborative learning (Wu et.al., 2013), learning from experiences (Kolb, 2014;Zidulka & Kajzer Mitchell, 2018), technology in education (Nussbaum-Beach & Hall, 2012;Shekar, 2014;Garrison, 2015;Collins & Halverson, 2018), project-based learning (McCormack, 2019;Warnock & Duncan, 2019), online collaborative learning (Roberts, 2004), inquiry-based learning (Nuangchalerm, 2014;Coffman, 2017), and technology education for teachers (Williams, 2013).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations

Wisetsat

Nuangchalerm

2019

Journal for the Education of Gifted Young Scientists

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Disruption education is now affecting to learning environments and its changes make education reforming. Learning competency in this era should be enhanced in thinking skills and creating innovation to society. This research aims to enhance innovative thinking of Thai pre-service teachers. Participants were 128 Thai preservice teachers who enrolled in the second semester in the academic year 2018 from a university in the northeast of Thailand. Research tools consisted of observation form, interviewing form, and open-ended questionnaires. Participants were divided into 3 groups by large, small, and individual learning. Data were collected and analyzed by qualitative and quantitative explanations and some remarks in the implementation period. Six steps of learning activities consisted of setting goals, brainstorming, innovation design, reflection, teaching strategies, and evaluation. Also, educational innovation had 5 components: instructional media, guideline, online link, application technology, and lesson plans. Instructional media were modeling, 3D pop-up, paper mache, slide card, diagram, digital media and electronic book. The innovative thinking of large group learning showed the highest score, pop-up fit to small group learning, and digital media was suitable for individual learning.

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Creativity or Cooptation? Thinking Beyond Instrumentalism When Teaching Design Thinking

Cited by 11 publications

References 35 publications

Design Thinking in Science Education: Enhancing Undergraduate Students' Motivation and Achievement in Learning Biology

Design Thinking in Science Education: Enhancing Undergraduate Students' Motivation and Achievement in Learning Biology

Recasting the Door: An Applied Design Thinking Skill Building Exercise

Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations

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