Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning

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

“…These innovative insights directly advance the current literature on interindividual variety in metacognitive regulation, and the mental processes and representations involved in designing [3,4,22,23,47], Second, by identifying key profiles of regulators during design thinking, the present study serves as an important starting point for designing customized metacognitive support, adapted to the characteristics and regulative needs that typify each regulation profile. As such, the study's findings might facilitate more personalised support in educational practice, which is likely to benefit design thinking participants' learning outcomes, and their attitudes towards design and design thinking [8,12,32].…”

“…Strong awareness might contribute positively to reflective practice, to control and monitor the situational actions, as argued by Kavousi et al [23] and Lawanto et al [33] and to control and balance the need for fast and slow design thinking, as confirmed by the findings of [20] which enables using sophisticated skills as proposed by Tikhonova and Kudinova [45] to connect practical intelligence, intuitive driven with creative intelligence and adductive thinking driven in activities with reflexive, reactive and reflective reason [20], together with well-developed interpersonal skills, such as problem-solving and decision-making, communication, conflict resolution and mediation, teamwork, emotional intelligence, negotiation, persuasion, and influencing skills. Pre-service teachers will vastly develop structures for conceptual design cognition using executive function, long-term memory, creativity, experiential intelligence, imagery processing, visual perception, and semantic processing, as also argued by Hay et al [22], even to address persistent and complex problems in teaching and learning [32].…”

“…Since the nature of education and teaching is closely connected with design science [16], teachers should be designers of learning experiences [11,40]. Several deficits were found when teachers designed and implemented active learning experiences, e.g., a lack of knowledge and skills for structuring and scaffolding students' active learning efforts; the inability to identify the benefits of working together in collaborative tasks, especially transdisciplinary collaborations [41]; a lack of knowledge and skills about ICT and the tools they need; a lack of research skills to achieve dynamic interaction between the respective networks, communities, and actors involved in the education field's knowledge chains [42]; a lack of knowledge, skills, and experiences in designing fast and slow active learning to address persistent and complex problems [32]; a lack of knowledge of cognitive processes in conceptual design [22]; and a lack of embracing risk and sophisticated thinking strategy [12,33].…”

“…If teachers and educators continue to ignore the tension between the demands of accelerated and decelerated learning with regard to cognitive and metacognitive structures, students will abandon design thinking as quickly as they try it, leading to a widespread lack of awareness of design thinking, along with misuse, misconception, and misattribution that limit its power and impact [20,32].…”

Abrupt Transformation in Pedagogy: How Do Students Engage Academically in the Face-to-Face Online Learning Environment?

“…It translates into students' need to expand and experiment with their learning strategies while dealing with online learning settings. The abrupt shift to remote instruction and the increased pressure on educators and students to be adaptive, innovative, and skilled in integrating digital materials and technologies into their pedagogical practices exacerbated existing tensions while also exposing new opportunities for pandemic co-constructed partnerships (Richmond, Cho, Gallagher, He, & Bartell, 2021). While students who believe they felt an obligation to remain will still intend to do so, they will be more concerned with finding ways to adapt to the demands of a shifting paradigm of learning patterns.…”