Becoming a Design Thinker: Assessing the Learning Process of Students in a Secondary Level Design Thinking Course.
Abstract: Design thinking is a collaborative problem solving and human‐centric approach that fosters innovation by elevating participants’ creative thinking abilities. Design thinking techniques and practices have been implemented into different curricula in secondary and post‐secondary education to...
| Publicado en: | International Journal of Art & Design Education Vol. 37; no. 3; pp. 438 - 454 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=131152976&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 131152976 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Aug2018 vid: 37 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 131152976 10.1111/jade.12139 ppf: 438 ppct: 16 formats: fmt: @attributes: type: P size: 339KB tig: atl: Becoming a Design Thinker: Assessing the Learning Process of Students in a Secondary Level Design Thinking Course. aug: au: Aflatoony, Leila Wakkary, Ron Neustaedter, Carman su: Design thinking Creative thinking Design education Secondary education Participant observation sug: subj: Design thinking Creative thinking Design education Secondary education Participant observation keyword: creative problem solving design education design thinking assessment interaction design secondary education ab: Abstract: Design thinking is a collaborative problem solving and human‐centric approach that fosters innovation by elevating participants’ creative thinking abilities. Design thinking techniques and practices have been implemented into different curricula in secondary and post‐secondary education to address the need for new skills to be learned for the twenty‐first century. However, little work has been conducted to clarify how to evaluate the students’ design thinking skills gained in these courses. This study reports on a successful evaluation of an interaction design thinking curriculum in secondary level education. Several types of data sources, including participant observation, open‐ended questions and document analysis were employed to gather extensive data on students’ skills gained during the course. The results of the study inform design thinking researchers about how to evaluate design thinking skills of students in a secondary level design thinking course. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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