Impacts of maker education-design thinking integration on knowledge, creative tendencies, and perceptions of the engineering profession

Xu, Wei; Chen, Jia-Chen; Lou, Ye-feng; Chen, Hang

doi:10.1007/s10798-023-09810-4

Cited by 4 publications

(3 citation statements)

References 54 publications

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“…When students are engaged in DT instruction, they need to follow DT's steps to move forward with their projects, thereby increasing their ability to perform better. DT also points to addressing problems in real situations (Xu et al, 2024), which could increase their interest, motivation, and engagement (Grau and Rockett, 2022;Lin et al, 2020a). In sum, DT has become a dynamic, nonlinear, and spiraling process that can facilitate deep learning (Liu and Li, 2023) and eventually result in better student performance (Howard et al, 2021).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…DT emphasizes learner-centeredness (Glen et al, 2014), which can help teachers and students cope with 21st century challenges and complex real-world problems (Gleason and Jaramillo Cherrez, 2021;Xu et al, 2024;Yande, 2023). For teachers, DT provides a framework for solving complex and emerging problems (Henriksen et al, 2020a); DT also provides good solution strategies and guidance for teachers to design innovative instruction and improve instruction.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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A meta-analysis of the effects of design thinking on student learning

Yu,

Lin

2024

Humanit Soc Sci Commun

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Design thinking (DT) is becoming an innovative and popular teaching method. Recently, DT has been used as an unconventional method to develop skills of problem-solving, creativity, and innovation. However, its effects on student learning are unclear. This research aimed to examine the DT’s effects on student learning. The meta-analytic result based on 25 articles showed that DT positively affected student learning (r = 0.436, p < 0.001). Moreover, the learning outcome, treatment duration, grade level, DT model, and region had moderating effects. Additionally, moderator analysis suggested that DT instruction was more effective: (1) when class size is <=30; (2) on multidiscipline; (3) with long-term duration (>=3 months); (4) for secondary school and university students; (5) on student learning engagement, motivation, problem-solving skills, and academic achievement; (6) with the model of Observe, Synthesize, Ideate, and Prototype, and Empathize, Define, Ideate, Prototype, Test; (7) when team size is <=7; (8) on African and Asian students.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

A meta-analysis of the effects of design thinking on student learning

Yu,

Lin

2024

Humanit Soc Sci Commun

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“…It depends on practical, frequently interactive learning activities to resolve real-world issues. Maker education offers a practical approach to instructing and acquiring new knowledge among elementary kids in China (Xu et al, 2024).…”

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confidence: 99%

Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China

Min,

Alam,

Zhao

et al. 2024

Humanit Soc Sci Commun

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The inclusion of Maker education is crucial in fostering innovative individuals. However, evaluating Maker activities in primary schools continues to be a difficult task. This study aimed to determine the fundamental components of Maker literacy among primary school students. The researchers constructed a thorough evaluation index system by doing a literature review, using coding techniques, determining the weights from YAAHP, and performing statistical analysis with SPSS. The Delphi technique enhanced the conceptual framework through consultation with sixteen experts. The emerging framework consists of three dimensions: Design Thinking, Technology Application and Materialized Practice, and Maker Spirit and Responsibility, each encompassing 12 subordinate aspects. These aspects subtly comprehend Maker literacy and act as indicators for comprehensive assessment systems in Chinese elementary schools. The study enhances our comprehension of children’s development in the field of Maker literacy by outlining its structure. This study provides vital insights into the assessment of Maker activities, which is a significant obstacle to the progress of Maker education. The findings of this study have practical consequences for those in the field of education, policymakers, and those involved in developing curricula. The aim is to promote the development of a generation of individuals capable of thinking innovatively and creating new ideas.

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Promoting design thinking and creativity by making: A quasi-experiment in the information technology course

Liu

2023

Thinking Skills and Creativity

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Impacts of maker education-design thinking integration on knowledge, creative tendencies, and perceptions of the engineering profession

Cited by 4 publications

References 54 publications

A meta-analysis of the effects of design thinking on student learning

A meta-analysis of the effects of design thinking on student learning

Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China

Promoting design thinking and creativity by making: A quasi-experiment in the information technology course

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