HIGH SCHOOL SCIENCE TEACHERS' CONCEPTIONS AND PERSPECTIVES ON TEACHING DESIGN THINKING
Article Sidebar
Main Article Content
Abstract
This qualitative research, employing a multi-case study design, aims to explore the teaching experiences of secondary school science teachers in promoting design thinking in basic science subjects and science projects. Four teachers participated in the study; two had experience in teaching and supervising science projects, while the other two had only taught basic science subjects. The Stanford D School design thinking model served as the analytical framework for qualitative data analysis. The findings revealed that the science teachers possessed some pedagogical knowledge and teaching behaviors related to design thinking, particularly when supervising students' science projects. However, some teachers demonstrated a limited understanding of critical components of design thinking, such as empathizing with end users and the iterative process of prototype development for optimization. These findings will inform the design of future professional development programs aimed at enhancing the teaching of design thinking in science subjects and projects.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Bell, B., & Gilbert, J. (2004). A model for achieving teacher development. The Routledge Falmer reader in science education, 258-278.
Brookfield, S. (2003). Putting the critical back in critical pedagogy: A commentary on the path of dissent. Journal of Transformative Education, 1, 141-149.
Cheawjindakarn, B. (2018). Qualitative Case Study Research Techniques. Liberal Arts Review, 13(25), 103-118.
Chai, C. S., Rahmawati, Y., & Jong, M. S. Y. (2020). Indonesia science, mathematics, and engineering preservice teachers’ experiences in STEM-TPACK Design-based learning. Sustainability, 12(21), 9050. DOI:10.3390/su12219050
Council, D., & Westaway, C. G. (2019). The design process: What is the double diamond? Retrieved from https://www.designcouncil.org.uk/our-resources/the-double-diamond/
Crismond, D. (2013). Design practices and misconceptions. The Science Teacher, 80(1), 50.
Dufour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service.
Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of engineering education, 94(1), 103-120.
Fallman, D. (2008). The Interaction Design Research Triangle of Design Practice, Design Exploration, and Design Studies. Design Issues, 24(3), 4-18.
Hennessey, E., & Mueller, J. (2020). Teaching and Learning Design Thinking (DT). Canadian Journal of Education/Revue canadienne de l'éducation, 43(2), 498-521.
Heylighen, A., & Dong, A. (2019). To empathise or not to empathise? Empathy and its limits in design. Design Studies, 65, 107-124.
Kavousi, S., Miller, P. A., & Alexander, P. A. (2020). Modeling metacognition in design thinking and design making. International Journal of Technology and Design Education, 30, 709-735.
Lakanukan, S., Pongsophon, P., Faikhamta, C., & Jantarakantee, E. (2022). Competencies of science teachers for teaching design thinking. Journal of Education and Innovation, 24(2), 370-380.
Li, T., & Zhan, Z. (2022). A systematic review on design thinking Integrated Learning in K-12 education. Applied Sciences, 12(16), 8077
McCurdy, R. P., Nickels, M. L., & Bush, S. B. (2020). Problem-based design thinking tasks: Engaging student empathy in STEM. The Electronic Journal for Research in Science & Mathematics Education, 24(2), 22-55.
National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Plattner, H. (2010). Bootcamp bootleg. Retrieved from https://dschool.stanford.edu/resources/design-thinking-bootleg
Plattner, H., Meinel, C., & Leifer, L. (2012). Design thinking research. Berlin: Springer.
Plattner, H., Meinel, C., & Leifer, L. (2015). Design thinking research: Making design thinking foundational. Springer.
Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming Constructivist Learning into Action: Design Thinking in Education. Design and Technology Education: An International Journal, 17(3), 8-13.
Retna, K. S. (2016). Thinking about “design thinking”: A study of teacher experiences. Asia Pacific Journal of Education, 36(1), 5-19.
Rubin, H. J., & Rubin, I. S. (1995). Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Sage Publications, London.
Teal, R. (2010). Developing a (non-linear) practice of design thinking. International Journal of Art & Design Education, 29(3), 294-302
Tonglek, S. (2019). Thinking wisely, Dialectical method: Socrates. The Journal of Research and Academics, 2(2), 135-148.
