Impact of Project-Based Learning for Improving Students Skills by Incorporating Design Thinking Process

2021 ◽  
Vol 34 (0) ◽  
pp. 243
Author(s):  
Hema Mahajan ◽  
Santosh Madeva Naik ◽  
Sreeramulu M. ◽  
Ch Kannaiah ◽  
Syed Majeedullah
Keyword(s):  
Design Thinking ◽  
Project Based Learning ◽  
Thinking Process

scholarly journals Promoting Empathy Using Design Thinking in Project-Based Learning and as a Classroom Culture

2019 ◽  
Vol 15 (3) ◽  
pp. 14
Author(s):  
Adila Md Hashim ◽  
Sharifah Ruzaina Syed Aris ◽  
Yuen Fook Chan
Keyword(s):  
Decision Making ◽  
User Satisfaction ◽  
Design Thinking ◽  
Social Innovation ◽  
Project Based Learning ◽  
Classroom Culture ◽  
School Students ◽  
Teacher Student ◽  
Thinking Process ◽  
Culture Design

This paper explores the benefits of empathy skill for school students. The encouragement of empathy skill in school was discussed in two situations: 1. Using design thinking approach for project-based learning and 2. Promoting as a classroom culture. Empathy is an act of understanding, being conscious and experiencing the feeling and thoughts of other people. It is the key to inspire social innovation and diminishing prejudice against others. Empathy skill has affected our feeling of wellbeing and human centeredness to provide an understanding of people’s needs. By integrating design thinking process in school, students will equip themselves with empathy-related skills such as communication, observation, decision-making and positive relationship with others as part of their active learning process. Adapting design thinking in project-based learning requires students to be aware and concern in exploring human-driven design which leads to user satisfaction for any problem’s solution. Empathy also has the advantage of forming a positive classroom culture and sustaining a good teacher-student relationship. This paper discussed how the design thinking process can promote empathy skill during project-based learning for humanizing decision-making and the opportunity for empathy integration in the classroom to engage in positive collaboration and teamwork.   KEYWORDS: Classroom Culture, Design Thinking, Empathy, Project-Based Learning

Development and Application of Hackathon in Elementary School Based on Design Thinking Process

2020 ◽  
Vol 51 (1) ◽  
pp. 159-185
Author(s):  
Ju Yeon Park, ◽  
Hye Young Chung, ◽  
Sung Hee Kim, ◽  
Young Mi Lee ◽  
Yoo Kyung Lee ◽  
...  
Keyword(s):  
Elementary School ◽  
Design Thinking ◽  
School Based ◽  
Thinking Process

Evaluation Factors to Improve Education of Design Thinking Process

2019 ◽  
Vol 66 ◽  
pp. 199-210
Author(s):  
Eun-jung Lee ◽  
Ji-yu Park
Keyword(s):  
Design Thinking ◽  
Thinking Process

Exploration of Principles for Applying Design Thinking Process to Chinese Culture Classes

2019 ◽  
Vol 19 (22) ◽  
pp. 65-86
Author(s):  
Hyung-Ran Kim ◽  
Hyun-Ju Oh ◽  
Min-Soo Park ◽  
In-Tack Lee
Keyword(s):  
Chinese Culture ◽  
Design Thinking ◽  
Thinking Process

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

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