Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning

Chin, Doris B.; Blair, Kristen Pilner; Wolf, R. C.; Conlin, Luke D.; Cutumisu, Maria; Pfaffman, Jay; Schwartz, Daniel L.

doi:10.1080/10508406.2019.1570933

Cited by 52 publications

(25 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, research studies revealed that individuals may behave differently when facing challenges, depending on their mindsets (Dweck, 1999; Blackwell et al, 2007). However, in prior research, middle-school students were able to transfer their critical feedback and revising choices from a classroom environment to the Posterlet game environment, indicating that learning behaviors can transfer, benefitting lower achievers the most (Chin et al, 2019).…”

Section: Discussion Limitations and Future Researchmentioning

confidence: 99%

Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance

Cutumisu

2019

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

It is often assumed that having a choice in the learning process may benefit performance and learning. Concomitantly, it is believed that learning choices (e.g., seeking critical or confirmatory feedback) are due to mindset. However, the relation between choices and mindset is still a matter of debate: it is not known whether mindset interferes with the decision to seek critical feedback, the response to critical feedback, or both. This experiment investigates for the first time whether feedback valence agency moderates the effect of mindset on the relation between learning behaviors and learning outcomes. Participants were n = 120 pre-service teachers who were randomly assigned to one of two conditions, Choose ( n = 68) and Assign ( n = 52), and designed three posters in Posterlet, a game that assessed their learning behaviors (critical feedback and revising) and poster performance. Then, they completed a learning post-test that also included a mindset survey. Results reveal similar non-significant correlation patterns of mindset with learning behaviors and learning outcomes in both conditions. Feedback valence agency (i.e., condition) moderates the effect of growth mindset on the relation between revision and performance: students who choose to revise their posters more often (i.e., at least twice) perform significantly better when they endorse higher rather than lower levels of growth mindset but only when feedback valence is chosen rather than assigned. Theoretical implications indicate that feedback valence agency moderates the effect of growth mindset in driving how students respond to their own learning choices to improve their performance.

show abstract

Section: Discussion Limitations and Future Researchmentioning

confidence: 99%

Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance

Cutumisu

2019

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

show abstract

“…The rationale for using design thinking in education is grounded in the findings of previous studies that point to the approach's positive influence on learners. Design thinking strategies have been demonstrated to improve students' problem-solving skills, especially among lower achieving students (Chin et al, 2019). Furthermore, design thinking increases students' creativity (Gözen, 2015), as measured by the learner's creative confidence (Rauth, Köppen, Jobst, & Meinel, 2010).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Using design thinking to cultivate the next generation of female STEAM thinkers

2021

View full text Add to dashboard Cite

Background Countries around the world have struggled to implement education policies and practices to encourage more female youths to pursue Science, Technology, Engineering, and Mathematics (STEM). This has resulted in a persistent and sizeable gender gap in science and mathematics subjects in some countries. Using mixed-methods sequential explanatory design, this paper explores an educational intervention—specifically, a 3-day design thinking workshop—in Japan, designed to change female youths’ perceptions regarding STEM topics. Framed using a constructivist approach to learning, the workshops aimed to engender creative confidence, empathy, and global competence among youths. Results The findings show that female youths who participated in the workshop had increased interest in engineering, greater creative confidence, more positive perceptions of STEM, higher levels of empathy and pro-social factors, and a more varied outlook on career options. We argue that this short intervention had a strong influence on the female youths’ mindsets, self-images, and perceptions of STEM. Conclusion This study provides empirical support that a short intervention can produce positive change in how female youths relate to STEM. In gendered societies, an innovative method like design thinking has the potential to revitalize education curriculum in ways that spur female youths’ confidence and creativity, enabling them to imagine a career in the field of STEM.

show abstract

“…Third, we were inspired by the Preparation for Future Learning (PFL) approach (Bransford & Schwartz, 1999;Chin et al, 2019;Schwartz & Martin, 2004). Like PFL, we focus on transfer from current understanding to future concept-transfer within a learning progression.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach

Roschelle¹,

Cheng²,

Hodkowski³

et al. 2020

View full text Add to dashboard Cite

In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research.

show abstract

Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning

Cited by 52 publications

References 51 publications

Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance

Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance

Using design thinking to cultivate the next generation of female STEAM thinkers

Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach

Contact Info

Product

Resources

About