Design thinking and inquiry behaviours are co-constituted in a community of inquiry middle years’ science classroom context: Empirical evidence for design thinking and pragmatist inquiry interconnections

Nichols, Kim; Musofer, Reshma Parveen; Fynes-Clinton, Liz; Blundell, Rosanne

doi:10.1007/s10798-021-09711-4

Cited by 6 publications

(6 citation statements)

References 35 publications

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“…Perhaps, then, they had a more realistic view of the challenges associated with design thinking behaviour, as confirmed by the findings of Henriksen et al [12], Scheer et al [14], Retna [30] and Lawanto [33]. To foster pre-service science and technology teachers' design thinking ability through self-directed learning, we propose the introduction of a pedagogical activity called community of inquiry based on Dewey pragmatism and constructivism [90], where interpersonal skills might be improved [91] for a deeper conceptual understanding of science and technology phenomena and developing self-correction for reconstructing habits and behaviours through classroom dialogue as a collaborative learning community as suggested by Haug and Mork [24] and Nichols et al [90]. Moreover, increased pre-service teachers' awareness and improved interpersonal skills might help them to reflect on what they have learned as part of their professional development, not only what they have done during active learning, which aligns with Haug and Mork [24] and Silvia and Duval [83].…”

Section: The Effect Of Pre-service Science and Technology Teacher Edu...mentioning

confidence: 66%

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

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Savec

2022

Sustainability

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Self-directed learning and design thinking were found to be promising pedagogies for supporting education and thus supporting sustainable development goals. While some researchers have posited that self-directed learning may support design thinking, empirical research examining the relationship between these two essential skills is lacking because their shared conceptual structure has not been articulated in detail, and because they have remained siloed in design practice. This study examines pre-service teachers’ self-regulation in relation to design thinking skills to advance a theoretical understanding of design science and to overcome challenges teachers face in adopting and implementing design thinking. For this study, 158 pre-service teachers were recruited. On the first level, the empirical data collected were subjected to structural equation modelling to find and confirm significant metacognitive perspectives in design thinking, while on the second level, an in-depth analysis was conducted to find moderating effects of pre-service teachers’ metacognitive experiences and teacher education in design thinking. We argue that awareness and interpersonal skills are crucial in creative design activity, and that embracing risk, tolerance to uncertainty, and underdeveloped supervising skills might be critical elements for advancing design thinking behaviour. The findings of this study have implications for effective science and technology teaching and the learning of design thinking in teacher education, and for educators and commercial course designers to adjust the implementation of design thinking.

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Section: The Effect Of Pre-service Science and Technology Teacher Edu...mentioning

confidence: 66%

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

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Savec

2022

Sustainability

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“…But also, if all the themes are present, critical thinking will be deemed to be present. Even a demonstration of only two of the facets can point to the existence of critical thinking, for Nichols et al, (2017) noted that by developing learners' analytical and evaluative skills, the learners would ultimately be able to apply knowledge and create new ideas, which was all mapped into Bloom's Taxonomy. As such, it is not mandatory that all the documents demonstrate the existence of the key taxonomic words for critical thinking to be prevalent.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

“…The most common 21 st century skill identified are among others; problem-solving skills, creativity, critical thinking, and collaboration skills (Mahmud & Foong, 2022). Nichols et al, (2017) also pointed to the need for higher-order thinking which he argued was mapped into Bloom's 1956 taxonomy of educational objectives. By developing learners' analytical and evaluative skills, the learners would ultimately be able to apply knowledge and create new ideas.…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking in Curriculum Content: The Case of Uganda

Katende

2023

JEP

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Purpose: The purpose of this study is to explore the nature of critical thinking in the curriculum content of institutions of higher learning in Uganda. The study is based on one of the institutions of higher learning in Uganda, particularly, Makerere University Business School, as a case study of institutions of higher learning in Uganda. Methodology: The methodology used is textual analysis, where curriculum documents are analyzed for aspects of critical thinking, on the basis of the higher order facets of Bloom’s Taxonomy. Findings: It is the finding of this research that to a small extent, critical thinking is prevalent in the documents of the institution of higher learning analyzed. But a lot more can be done. Unique contributor to theory, policy and practice: This study is a unique contribution to theory as it shows the application of Bloom’s Taxonomy, as a theoretical framework, in relation to critical thinking in Uganda’s institutions of higher learning.

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“…This study, that was part of a larger project (Nichols et al, 2022), employed an intervention approach. Teachers attended a two-day workshop on implementation of a researcher-designed Year 6 Science inquiry learning sequence on energy that aligned with the Australian science curriculum.…”

Section: Methodsmentioning

confidence: 99%

How to promote STEM competencies through design

2022

Self Cite

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IntroductionThis study explored the impact of a community of inquiry on Science, Design and Technology and Mathematics curriculum competencies of 159 Year six students as they carried out a design task.MethodsA quasi-experimental design was employed with both qualitative and quantitative analyses. A community of inquiry approach was adopted by the teachers (n = 3) in the experimental group but not by teachers (n = 4) in the comparison group. Both groups participated in a learning sequence on electricity culminating in a design challenge in small collaborative groups.ResultsThe results showed that the experimental group (n = 65) demonstrated significantly greater instances and a broader range of Science, Design and Technology and Mathematics competencies across the design task as well as significantly higher learning gains than their comparison group (n = 94) peers.DiscussionThe cognitive shifts towards higher competency development in the experimental group is stronger as a result of the reflection and reasoning required to engage in a community of inquiry.

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Design thinking and inquiry behaviours are co-constituted in a community of inquiry middle years’ science classroom context: Empirical evidence for design thinking and pragmatist inquiry interconnections

Cited by 6 publications

References 35 publications

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

Critical Thinking in Curriculum Content: The Case of Uganda

How to promote STEM competencies through design

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