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Design Thinking for Education: Conceptions and Applications in Teaching and Learning 2015 ed. [Hardback]

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  • Formāts: Hardback, 131 pages, height x width: 235x155 mm, weight: 3435 g, 5 Illustrations, color; 1 Illustrations, black and white; XII, 131 p. 6 illus., 5 illus. in color., 1 Hardback
  • Izdošanas datums: 11-May-2015
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 9812874437
  • ISBN-13: 9789812874436
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Design Thinking for Education: Conceptions and Applications in Teaching and Learning 2015 ed.Palielināt
  • Formāts: Hardback, 131 pages, height x width: 235x155 mm, weight: 3435 g, 5 Illustrations, color; 1 Illustrations, black and white; XII, 131 p. 6 illus., 5 illus. in color., 1 Hardback
  • Izdošanas datums: 11-May-2015
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 9812874437
  • ISBN-13: 9789812874436
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789812874436.html
Keywords:
This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionalsto consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings.

Recenzijas

The authors clearly define the aims of the text as being to further the debate amongst teachers, teacher educators and educational researchers on the theoretical development of design thinking within the context of educational settings. a book that would hold appeal for all of those with an interest in design thinking in an educational context, irrespective of their position; educational researcher. pre-service teacher, in-service teacher or teacher educator. I recommend this text as essential reading . (David Wooff, Design and Technology Education, Vol. 21 (3), 2016)

1 Design Thinking and Education
1(16)
1.1 Introduction
1(1)
1.2 Design and Design Thinking
2(2)
1.3 Situating Design Thinking in a Provisional Conceptual Framework
4(2)
1.4 Education: The Old Design and Its Problems
6(3)
1.5 Education: The New Design
9(3)
1.6 Conclusion
12(5)
References
13(4)
2 Critical Perspectives on Design and Design Thinking
17(16)
2.1 Introduction
17(1)
2.2 Three Major Theorists of Design
18(8)
2.2.1 Herbert Simon
18(3)
2.2.2 Donald Schon
21(2)
2.2.3 Nigel Cross
23(3)
2.3 Design: History, Culture, and Ethics
26(7)
References
31(2)
3 Design Thinking and 21st Century Skills
33(14)
3.1 Introduction
33(1)
3.2 The Dimensions of 21st Century Learning
34(3)
3.2.1 The Organization for Economic Cooperation and Development's Key Competencies for Education
34(1)
3.2.2 The Assessment and Teaching of 21st Century Skills
35(1)
3.2.3 EnGauge 21st Century Skills
35(1)
3.2.4 The Partnership for 21st Century Learning
36(1)
3.3 21st Century Learning Through Student Engagement in Design Thinking
37(4)
3.3.1 Episodes for Guiding Design Thinking
38(2)
3.3.2 Artifact Design as the Nexus
40(1)
3.4 Teachers' TPACK for 21st Century Learning
41(3)
3.4.1 TPACK-21CL
41(1)
3.4.2 TPACK-21CL as Design Knowledge
42(1)
3.4.3 Understanding Teachers' Design Thinking During Lesson Design
43(1)
3.5 21st Century Learning Through Design Thinking
44(3)
References
44(3)
4 Design Thinking and Children
47(20)
4.1 Introduction
47(1)
4.2 Literature Review
48(7)
4.2.1 Designing Digital Artifacts with Programming
48(2)
4.2.2 Learning Science by Design
50(2)
4.2.3 Design and Technology Studies
52(1)
4.2.4 Theory-Building as Human Design
53(2)
4.3 Case Study
55(3)
4.3.1 Participants and Background
55(1)
4.3.2 Intervention
55(1)
4.3.3 Data Collection
56(1)
4.3.4 Instrument
56(2)
4.3.5 Data Analysis
58(1)
4.4 Findings
58(4)
4.4.1 Emerging Themes of Students' Perception of Their Learning
59(3)
4.5 Discussion and Conclusion
62(5)
References
64(3)
5 Design Thinking and Preservice Teachers
67(20)
5.1 Introduction
67(1)
5.2 Literature Review
67(4)
5.2.1 Design Thinking and Teacher Education
67(2)
5.2.2 A Knowledge-Building Approach to Facilitating Design-Thinking Capacity
69(2)
5.2.3 Two Case Studies
71(1)
5.3 Method
71(7)
5.3.1 Study 1: Preservice Teachers Designing Technological Products Through Knowledge Building
71(3)
5.3.2 Study 2: Preservice Teachers Designing a Lesson Plan Through Knowledge Building
74(4)
5.4 Results
78(6)
5.4.1 Study 1
78(3)
5.4.2 Study 2
81(3)
5.5 Discussion (Potentials and Challenges)
84(3)
References
84(3)
6 Design Thinking and In-Service Teachers
87(22)
6.1 Introduction
87(1)
6.2 Design Framing
88(1)
6.3 Teachers' Design Framing
89(2)
6.3.1 Process-Based Perspective
89(1)
6.3.2 Knowledge-Based Perspective
90(1)
6.3.3 Contextual Perspective
90(1)
6.4 The Case
91(12)
6.4.1 Context
91(1)
6.4.2 Data Collection and Analysis
92(1)
6.4.3 Teachers Designing Independently
93(4)
6.4.4 Teachers Codesigning with Researchers
97(6)
6.5 Pedagogical Transformation Through Design Framing
103(6)
References
105(4)
7 Developing and Evaluating Design Thinking
109(12)
7.1 Introduction
109(1)
7.2 Development in Design Thinking
109(2)
7.2.1 Design Practices of Expert and Novice Designers
110(1)
7.2.2 Design Dispositions of Expert and Novice Designers
111(1)
7.3 Methods for Developing Design Thinking
111(3)
7.3.1 Designing Learners' Design Experience
112(1)
7.3.2 Developing Understanding of Design Thinking
113(1)
7.3.3 Developing Design Dispositions
114(1)
7.4 Evaluating Design Thinking
114(4)
7.4.1 Perceptions of Design
115(1)
7.4.2 Design Process
116(1)
7.4.3 Design Outcomes
117(1)
7.5 Issues and Challenges
118(3)
References
119(2)
8 Conclusion
121(8)
8.1 What Is Design Thinking in Education?
121(1)
8.2 Uses of Design Thinking in Education
122(1)
8.2.1 For Students
122(1)
8.2.2 For Teachers
122(1)
8.3 Challenges with Applying Design Thinking
123(1)
8.3.1 Curriculum Fit
123(1)
8.3.2 Scaffolding Design Work
123(1)
8.3.3 Engaging in Design Talk
124(1)
8.4 Future Directions
124(5)
8.4.1 Develop Linkages Between Design Thinking and Curriculum
124(1)
8.4.2 Conduct Research About Design Scaffolding
124(1)
8.4.3 Develop Tools for Scaffolding Design
125(1)
8.4.4 Study Patterns of Design Talk
125(1)
8.4.5 Conduct Multi-prong Design Evaluation
126(1)
8.4.6 Educators to Reflect on the Norms and Ethics of Design
126(1)
References
127(2)
Index 129